Regarding String: A Theory-Method-Praxis of/for Co-compos(t)ing Feminist Hope
DOI:
https://doi.org/10.7577/rerm.4910Keywords:
String, regard, hope, feminism, posthumanism, feminist new materialismAbstract
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
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
How to Cite
Issue
Section
License
Copyright (c) 2022 Carol A. Taylor, Karen Tobias-Green, Julia Sexton, Joan Healey
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).