Noora Pyyry
Biographic Data
| ID | 184857 |
|---|---|
| NAME | Noora Pyyry |
| GIVEN NAMES | Noora |
| FAMILY NAME | Pyyry |
| SIGNATURE | PYYRY N |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-9689-3901 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 133 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Luottamuksen ilmapiiri ja representaatiota pakeneva tieto osallistavassa nuorisotutkimuksessa
Artikkeli pureutuu hankalan tiedon teemaan tarkastelemalla luottamuksen rakentumisen ja tiedontuotannon välistä suhdetta osallistavassa nuorisotutkimuksessa. Luottamuksen ilmapiiri syntyy toisiinsa kytkeytyvien ja vaikeasti verbalisoitavien affektiivisten voimien kentässä, eri tavoin kussakin tutkimustilanteessa. Kyseistä jaettua ilmapiiriä ei voida koskaan kokonaisuudessaan tiivistää ohjesäännöiksi tai muuten kuvailla sanoin. Tämä kuvaamisen han…
Education as site
This article looks at learning geographically, conceptualizing transformative learning as a site of gathering-revealing—that is, as a fundamentally relational and deeply affectual coming together of ideas, histories, and doings. Rearticulating the stakes of the recent ontological turn in education in terms of encounters of difference put into play by the event, we outline evental learning, which stands in contrast to traditional models of proposi…
Effects of the Hukou system on the geographies of young people in contemporary urban China
Landscape of competition
This paper probes the function of competition in society through an analysis of the affective landscape that competition creates. Our focus is on education and the connected process of subjectification. We argue that the analysis of competition in human geography needs to advance through abstractions of political economy to the entanglements and relations in which competition is internalised through embodied experience. We conceive competition as…
Attuning to geostories
This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize …
Enchantment as fundamental encounter
In this article, we approach enchantment as a fundamental encounter that incites new worlds. Our aim is to add to the recent discussion on enchantment as an immersive, life affirming moment. We outline enchantment as a radical reordering of the world during which there is both a profound loss of meaning and a sudden gaining of significance. Enchantment is a highly affectual event that uproots the subject, throws it momentarily off balance, outsid…
More-than-human playful politics in young people's practices of dwelling with the city
This paper is a conceptual argument for more-than-human playful politics in young people’s practices of spending their free time in the city. Reworking of urban space happens in a mode of playful experimentation and emerges from human-material encounters in the city: it arises from ‘dwelling with’. This understanding grants agency to the material world and has consequences to how we conceptualize everyday politics. Spatial reworking in ‘dwelling …
From psychogeography to hanging‐out‐knowing
Members of the Situationist International drifted in urban space on their dérives in the 1950s and 60s to grasp the city's “psychogeography.” In this paper, I revisit the Situationist practice of drifting as part of doing nonrepresentational urban research on spatial justice in the city. In contrast to aiming for any fixed representations of a city's contours, I treat the dérive as a process of “becoming with”: a continuous invention of the city …
Thinking with broken glass
In this paper, I explore thinking that happens in children’s meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one’s surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring eve…
Participation by being
Learning with the city via enchantment
In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of “enchantment.” This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hangin…
Sensing with’ photography and ‘thinking with’ photographs in research into teenage girls' hanging out
In this paper, I approach photography as a multisensory practice that can deepen participant engagement in youth research. I argue that this engagement opens up possibilities for embodied reflection. I focus on the creative potential of both ‘sensing with’ photography and the event of ‘thinking with’ photographs by discussing two inter-connected methods: photo-walks and photo-talks. The insights are based on my research into the ways in which tee…
Participation by being
Learning with the city via enchantment
In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of “enchantment.” This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hangin…
More-than-human playful politics in young people's practices of dwelling with the city
This paper is a conceptual argument for more-than-human playful politics in young people’s practices of spending their free time in the city. Reworking of urban space happens in a mode of playful experimentation and emerges from human-material encounters in the city: it arises from ‘dwelling with’. This understanding grants agency to the material world and has consequences to how we conceptualize everyday politics. Spatial reworking in ‘dwelling …
From psychogeography to hanging‐out‐knowing
Members of the Situationist International drifted in urban space on their dérives in the 1950s and 60s to grasp the city's “psychogeography.” In this paper, I revisit the Situationist practice of drifting as part of doing nonrepresentational urban research on spatial justice in the city. In contrast to aiming for any fixed representations of a city's contours, I treat the dérive as a process of “becoming with”: a continuous invention of the city …
Sensing with’ photography and ‘thinking with’ photographs in research into teenage girls' hanging out
In this paper, I approach photography as a multisensory practice that can deepen participant engagement in youth research. I argue that this engagement opens up possibilities for embodied reflection. I focus on the creative potential of both ‘sensing with’ photography and the event of ‘thinking with’ photographs by discussing two inter-connected methods: photo-walks and photo-talks. The insights are based on my research into the ways in which tee…
Enchantment as fundamental encounter
In this article, we approach enchantment as a fundamental encounter that incites new worlds. Our aim is to add to the recent discussion on enchantment as an immersive, life affirming moment. We outline enchantment as a radical reordering of the world during which there is both a profound loss of meaning and a sudden gaining of significance. Enchantment is a highly affectual event that uproots the subject, throws it momentarily off balance, outsid…
Thinking with broken glass
In this paper, I explore thinking that happens in children’s meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one’s surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring eve…
Effects of the Hukou system on the geographies of young people in contemporary urban China
Landscape of competition
This paper probes the function of competition in society through an analysis of the affective landscape that competition creates. Our focus is on education and the connected process of subjectification. We argue that the analysis of competition in human geography needs to advance through abstractions of political economy to the entanglements and relations in which competition is internalised through embodied experience. We conceive competition as…
Attuning to geostories
This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize …
Sensing with’ photography and ‘thinking with’ photographs in research into teenage girls' hanging out
In this paper, I approach photography as a multisensory practice that can deepen participant engagement in youth research. I argue that this engagement opens up possibilities for embodied reflection. I focus on the creative potential of both ‘sensing with’ photography and the event of ‘thinking with’ photographs by discussing two inter-connected methods: photo-walks and photo-talks. The insights are based on my research into the ways in which tee…
Participation by being
Learning with the city via enchantment
In this paper, I approach learning as a process of rethinking the world that happens via the surprising experience of “enchantment.” This process becomes possible by dwelling, that is, by forming meaningful multisensory engagements with one's surroundings. I present my arguments by discussing photo-walks that students conducted in Helsinki as part of a geography-learning project. During the photo-walks, learning happened with the spaces of hangin…
Thinking with broken glass
In this paper, I explore thinking that happens in children’s meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one’s surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring eve…
From psychogeography to hanging‐out‐knowing
Members of the Situationist International drifted in urban space on their dérives in the 1950s and 60s to grasp the city's “psychogeography.” In this paper, I revisit the Situationist practice of drifting as part of doing nonrepresentational urban research on spatial justice in the city. In contrast to aiming for any fixed representations of a city's contours, I treat the dérive as a process of “becoming with”: a continuous invention of the city …
More-than-human playful politics in young people's practices of dwelling with the city
This paper is a conceptual argument for more-than-human playful politics in young people’s practices of spending their free time in the city. Reworking of urban space happens in a mode of playful experimentation and emerges from human-material encounters in the city: it arises from ‘dwelling with’. This understanding grants agency to the material world and has consequences to how we conceptualize everyday politics. Spatial reworking in ‘dwelling …
Enchantment as fundamental encounter
In this article, we approach enchantment as a fundamental encounter that incites new worlds. Our aim is to add to the recent discussion on enchantment as an immersive, life affirming moment. We outline enchantment as a radical reordering of the world during which there is both a profound loss of meaning and a sudden gaining of significance. Enchantment is a highly affectual event that uproots the subject, throws it momentarily off balance, outsid…
Attuning to geostories
This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize …
Effects of the Hukou system on the geographies of young people in contemporary urban China
Landscape of competition
This paper probes the function of competition in society through an analysis of the affective landscape that competition creates. Our focus is on education and the connected process of subjectification. We argue that the analysis of competition in human geography needs to advance through abstractions of political economy to the entanglements and relations in which competition is internalised through embodied experience. We conceive competition as…
Luottamuksen ilmapiiri ja representaatiota pakeneva tieto osallistavassa nuorisotutkimuksessa
Artikkeli pureutuu hankalan tiedon teemaan tarkastelemalla luottamuksen rakentumisen ja tiedontuotannon välistä suhdetta osallistavassa nuorisotutkimuksessa. Luottamuksen ilmapiiri syntyy toisiinsa kytkeytyvien ja vaikeasti verbalisoitavien affektiivisten voimien kentässä, eri tavoin kussakin tutkimustilanteessa. Kyseistä jaettua ilmapiiriä ei voida koskaan kokonaisuudessaan tiivistää ohjesäännöiksi tai muuten kuvailla sanoin. Tämä kuvaamisen han…
Education as site
This article looks at learning geographically, conceptualizing transformative learning as a site of gathering-revealing—that is, as a fundamentally relational and deeply affectual coming together of ideas, histories, and doings. Rearticulating the stakes of the recent ontological turn in education in terms of encounters of difference put into play by the event, we outline evental learning, which stands in contrast to traditional models of proposi…
Sociology (9 works) · Epistemology (7 works) · Aesthetics (6 works) · Art (6 works) · Children's Rights and Participation (6 works) · Philosophy (6 works) · Political science (6 works) · Geographies of human-animal interactions (5 works) · Computer Science (4 works) · Law (4 works)