Professor Mark Ingham

Biography

Dr Mark Ingham – Artist, Educator, Researcher, Writer

Dr Mark Ingham is Professor of Nomadology and an artist, educator, academic, researcher, and pedagogical innovator based at University of the Arts London. His work operates at the intersection of experimental pedagogy, transdisciplinary art practices, and critical posthumanist theory.
His research develops the field of Nomadology and Learning-Creation, which reconceptualises learning as a distributed, relational, and more-than-human process. Drawing on the philosophy of Gilles Deleuze and Félix Guattari, and extending into contemporary critical posthumanism (e.g. Rosi Braidotti and Karen Barad), his work explores how learning emerges across human, technological, and ecological systems.

Mark co-leads the Experimental Pedagogies Research Group (EPRG) and is founder of the Nomadic Detective Agency (NDA), a transdisciplinary and multi-species research collective exploring new forms of inquiry, collaboration, and knowledge production.

His research interests include:

- Experimental and speculative pedagogies
- Practice / Praxis-based and arts-led research
- Transdisciplinary learning and curriculum design
- Posthumanist and new materialist approaches to education
- Learning ecologies in conditions of planetary and technological change

Nomadology and Learning-Creation is an emergent field of pedagogical research and practice that reconceptualises learning as a distributed, relational, and more-than-human process. Drawing on Gilles Deleuze and Félix Guattari, and extending into critical posthumanist thought associated with Rosi Braidotti and Karen Barad, the field challenges human-centred, discipline-bound, and outcomes-driven models of education.
It positions learning as learning-creation: an entangled process of knowledge production, material engagement, and speculative world-building across human and non-human actors.

Within contexts such as University of the Arts London, Nomadology and Learning-Creation advances:

Transdisciplinary and practice-based research
Experimental and critical pedagogies
Collective, rhizomatic, and nomadic forms of inquiry
Situated and planetary approaches to knowledge in conditions of ecological and technological transformation

‘The field is both analytical and generative: it studies emergent learning ecologies while actively composing new ones.’