• Makers-Philosophers-Researchers: Experimentations with (Dis)placements
    Vol. 11 No. 1 (2020)

    In 2017, a graduate class became something otherwise. It became an experimental place in which experiences poured through students rather than providing students ready-made experiences. It became a space to encourage the play of difference that challenge our ideas about race, class, gender, ability, sexuality, and so on as frictional events (Puar, 2012). It became a space in which students came to know themselves differently, even subjectify themselves in different ways through experience. By attending to the delicacies of social, material, aesthetic, cultural, historical, and disciplinary forces, the class became a generative space of producing knowledge differently, knowledge that changes us as it much as it changes disciplines (Manning, 2016). It became a space to write and do scholarship differently so as to stay close to the ground to attend to “the sensed social-material-aesthetic atmospherics resonant in a scene, the threshold onto worlds of expressivity in a problematics” (Berlant & Stewart, 2019, p. 34). This Reconceptualizing Educational Research Methodology special issue offers five experimentations that materialized from such a course.

  • Special issue, PhEmaterialism: Response-able Research and Pedagogy
    Vol. 10 No. 2-3 (2019)

    This Special Issue offers PhEmaterialisms as a way to explore the world asvital and complex, while simultaneously being response-able to the multiple ethical imperatives of late-stage capitalism. We argue that PhEmaterialist thinking and practices can help us grapple with growing educational complexities, enabling strategies toresist and create alternatives to the patterns of injustice occurring across the world, from burgeoning ethno-nationalist and neo-fascist political movements, to rising global poverty levels, to massive population displacements, to environmental degradation, to toxic internet movements grounded in misogyny, homophobia, transphobia, and xenophobia (Strom & Martin, 2017a). To understand, enquire into, and generate action worthy of the complexity of our times requires a fundamental shift in our thinking and research practice. This shift disrupts the foundational logic on which dominant thinking in education (and indeed, all Western society) is based—humanism and anthropocentrism (Braidotti, 2013; Murris, 2016; Snaza et al, 2014). Instead, we argue that we need to put theories/concepts to work in education and educational research which can better account for the multiple, entangled, ever-shifting, difference-rich nature of processes of teaching, learning, schooling, and activism. For this work, we also draw on a rich feminist legacy attentive to unequal power relations (e.g., Ahmed, 1998; Anzaldua, 1999; hooks, 1994; Spivak, 1978), and our critical approach to rethinking Vitruvian “man” is especially informed by posthuman/new materialist feminist thinkings and thinkers, including Rosi Braidotti, Donna Haraway, and Karen Barad.

  • Postqualitative Curations and Creations
    Vol. 8 No. 3 (2017)

    Guest editors

    Susan Nordstrom, 
    University of Memphis


    Jasmine Ulmer,
    Wayne State University

  • Vol. 5 No. 2 (2014)

    Guest-edited special issue