Regarding String: A Theory-Method-Praxis of/for Co-compos(t)ing Feminist Hope

Authors

  • Carol A. Taylor University of Bath
  • Karen Tobias-Green
  • Julia Sexton
  • Joan Healey

DOI:

https://doi.org/10.7577/rerm.4910

Keywords:

String, regard, hope, feminism, posthumanism, feminist new materialism

Abstract

This article explores string – what string does, makes possible, and makes happen –as lively matter in co-compos(t)ing human-nonhuman objects, bodies and space. Based on the happenings-doings-thinking generated from a recent workshop, and taking a line of flight with-from Haraway’s (2016) Staying with the Trouble, the article considers how string figuring co-compos(t)ings can work as a post-qualitative experimental feminist materialist/posthumanist research-creation practice which moves outside normative research methods. The article develops a stringly-thingly methodology to explore string figuring’s temporal and spatial possibilities, and propose a theorisation of ‘regard’ which works as a feminist materialist enactment of response-ability which makes better futures in the here-and-now become do-able and thinkable. The theory-method-praxis we propose is an orientation  of/for co-compos(t)ing feminist hope.

Metrics

Metrics Loading ...

Author Biography

Carol A. Taylor, University of Bath

Professor of Gender and Higher Education

References

References

Acker, S. & Wagner, A. (2019). Feminist scholars working around the neoliberal university. Gender and Education, 31(1), 62–81. https://doi.org/10.1080/09540253.2017.1296117

Ahmed, S. (2017). Living a feminist life. London: Duke University Press. https://doi.org/10.1215/9780822373377

Ault, A. (2015). How do spiders make their webs?

https://www.smithsonianmag.com/smithsonian-institution/ask-smithsonian-how-do-spiders-make-webs-180957426/, accessed 1 January 2018.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. https://doi.org/10.2307/j.ctv12101zq

Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187.

Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, N.C.: Duke University Press. https://doi.org/10.2307/j.ctv111jh6w.7

Berlant, L. (2010). Cruel optimism. In M. Gregg & G. Seigworth (Eds.), The affect theory reader. Duke University Press, Durham, NC (93–117). https://doi.org/10.1215/9780822393047-004

Bhattacharya, K. (2021). Rejecting labels and colonization: In exile from post-qualitative approaches. Qualitative Inquiry, 27(2), 179–184. https://doi.org/10.1177/1077800420941049

Bozalek, V. (2017). Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies. Society for Research in Higher Education Annual Conference, Newport, South Wales, UK. https://doi.org/10.20853/31-2-1344

Brinkmann, S. (2015). GOFQI and the phoenix of qualitative inquiry. Qualitative Inquiry, 21 (7), 620–622. https://doi.org/10.1177/1077800414554376

Charteris, J., Jones, M., Nye, A. & Reyes, V. (2017) A heterotopology of the academy: mapping assemblages as possibilised heterotopias. International Journal of Qualitative Studies in Education, 30(4), 340–353. https://doi.org/10.1080/09518398.2016.1250178

Colebrook, C. (2010). Toxic feminism. Journal for Cultural Research, 14(4), 323–335. https://doi.org/10.1080/14797581003765291

Davis, B. (2021). Entanglement in the world’s becoming and the doing of new materialist inquiry. London: Routledge. https://doi.org/10.4324/9781003037477

Deleuze, G. & Parnet, C. (1987). Dialogues II: Revised edition. New York: Columbia University press.

Deleuze, G., and Guattari. F. (1987). A thousand plateaus: Capitalism and schizophrenia. London: Continuum.

Deleuze, G. and Guattari, F. (1991) What is philosophy? London, Verso.

Douglas, M. (1966). Purity and danger: An analysis of the concepts of pollution and taboo. Henley-on-Thames: Routledge and Kegan Paul Limited.

Eastop, D. (2014). String figures matter: Embodied knowledge in action. Craft Research, 5(2), 221–229. https://doi.org/10.1386/crre.5.2.221_1

Fairchild, N., Taylor, C.A., Benozzo, A., Carey, N., Koro, M., & Elmenhorst, C. (2022). Knowledge production in material spaces: Disturbing conferences and composing events. London: Routledge. https://doi.org/10.4324/9781003029007

Foucault, M. (1984). Of other spaces (1967), Heterotopias.

https://foucault.info/documents/heterotopia/foucault.heteroTopia.en/

Gourlay, L. (2015). Open education as a ‘heterotopia of desire’, Learning, Media and Technology, 40(3), 310–327. https://doi.org/10.1080/17439884.2015.1029941

Griffiths, J. (1999). Pip, pip: A sideways look at time. London: Flamingo.

Grosz, E. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington and

Indianapolis: Indiana University Press.

Handforth, R. & Taylor, C. A. (2016). Doing academic writing differently: A feminist

bricolage. Gender and Education. 28(5), 627–643. https://doi.org/10.1080/09540253.2015.1115470

Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the

Privilege of Partial Perspective. Feminist Studies, 14, 575–599. https://doi.org/10.2307/3178066

Haraway, D. (2016). Staying with the trouble. Durham: Duke University Press. https://doi.org/10.2307/j.ctv11cw25q.8

Hickey-Moody, A. & Page, T. (2016). Arts, pedagogy and cultural resistance. Rowman and Littlefield International.

Hill, S. (2008). The vows of silence. London: Vintage Books.

Hill Collins, P. (1991). Black feminist thought: Knowledge, consciousness and the politics of

empowerment. New York: Routledge. https://doi.org/10.1086/229850

Hughes, C. (2013). I draw the line at stringing pearls. Journal of Cultural Economy, 6(2), 153–167. https://doi.org/10.1080/17530350.2012.741531

Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research. London: Sage.

Koro-Ljungberg, M. and MacLure, M. (2013). Provocations, re-un-visions, death, and other possibilities of ‘Data.’ Cultural Studies <=> Critical Methodologies, 13(4), 219–222. https://doi.org/10.1177/1532708613487861

Koro-Ljungberg, M., Löytönen, T. & Tesar, M. (2017) (Eds.), Disrupting data in qualitative inquiry. Entanglements with the post-critical and post-anthropocentric. New York, Peter Lang. https://doi.org/10.3726/b11070

Lather, P. (2013). Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education, 26(6), 634–645. https://doi.org/10.1080/09518398.2013.788753

Lather, P. and St. Pierre, E. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633. https://doi.org/10.1080/09518398.2013.788752

Lefebvre, H. (1991). The production of space. Oxford: Blackwell.

Lester, S. and Russell, W. (2014). Turning the world upside down: Playing as the deliberate creation of uncertainty. Children, 1(2), 241–260. https://doi.org/10.3390/children1020241

MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667. https://doi.org/10.1080/09518398.2013.788755

Manning, E. & Massumi, B. (2014). Thought in the act: Passages in the ecology of experience. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/minnesota/9780816679669.001.0001

Nordstrom, S. N. (2017). Antimethodology: postqualitative generative conventions. Qualitative Inquiry. Onlinefirst. https://doi.org/10.1177/1077800417704469

Osgood, J., Andersen, C. & Otterstad, A.M. (2022). Portal-time and wanderlines: What does virusing-with make possible in childhood research? Reconceptualizing Educational Research Methodology (RERM). Vol. 13(3).

Perry, M. (2011). ‘Article 3 devising in the rhizome: The ‘sensational’ body in drama.’ Education Research. Applied Theatre Researcher. Griffith University (Australia): pp. 1443-1726 [Online] [Accessed 26th August 2015] https://www.griffith.edu.au/__data/assets/pdf.

Renold, EJ & Ivinson, G. (2021). Posthuman co-production: Bbecoming response-able with what matters. Qualitative Research Journal, 22(1), 108–128. https://doi.org/10.1108/QRJ-01-2021-0005

Shildrick, M. (1997). Leaky bodies and boundaries: Feminism, postmodernism and (bio)ethics. London: Routledge. https://doi.org/10.1136/bmj.315.7117.1243a

Sillitoe, P. (1975). Why string figures? Cambridge Anthropology, 3(1), 13–26.

Taylor, C. A. (2016). Edu-crafting a cacophonous ecology: Posthuman research practices for education. In C. A. Taylor and C. Hughes (Eds.) Posthuman Research Practices in Education. London: Palgrave Macmillan. pp. 7–36. https://doi.org/10.1057/9781137453082

Taylor, C. A. (2022) Feminisms and the posts: quiet activism as interconnection across difference. Paper in double symposium ‘Feminisms and the posts’. European Congress of Qualitative Inquiry. Online. 2nd February 2022.

Taylor, C. A. & Fairchild, N. (2020). Towards a posthumanist institutional ethnography: Viscous matterings and gendered bodies. Ethnography and Education. 15 (4): 509–527. https://doi.org/10.1080/17457823.2020.1735469

Taylor, C. A. & Gannon, S. (2018). Doing time and motion diffractively: Academic life everywhere and all the time. Qualitative Studies in Education. 31 (6): 465–486. https://doi.org/10.1080/09518398.2017.1422286

Ulmer, J. (2017). Writing slow ontology. Qualitative Inquiry, 23(3), 201–211. https://doi.org/10.1177/1077800416643994

Young I. M. (1990). Justice and the politics of difference. Princeton: Princeton University Press.

Downloads

Published

2022-09-02

How to Cite

Taylor, C. A., Tobias-Green, K. ., Sexton, J., & Healey, J. (2022). Regarding String: A Theory-Method-Praxis of/for Co-compos(t)ing Feminist Hope. Reconceptualizing Educational Research Methodology, 13(2). https://doi.org/10.7577/rerm.4910

Cited by