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Ghosting Pedagogies
Anna Tsing (2015) reminds us that there are lives and worlds that somehow persevere within the precarity of capitalist ruins and whose stories need to be heard. By storying the particular and peculiar as well as the shadowy and the mythical, ghosting pedagogies trouble the anthropocentric notion of dead spaces by pushing past “the deceptive comforts of human exceptionalism” (Haraway, 2016, p. 212). Ghosting pedagogies focus instead on complex entanglements of both the seen and unseen, the living and the dead, the imaginary and the real. It supports the possibility of telling different kinds of lively, vibrant, and precarious stories of living alongside the more-than-human in times of climate change…
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Shadows and Tracings: thinking through poetry
Shadows and Tracings snow reveals tracks tracks reveal possibilities possibilities reveal stories shadowy stories of humans and nonhumans that have crossed time and space wonderings and wanderings moments fleeting what tracks go unnoticed when snow no longer reveals shadowy presence remembering and forgetting stories untold erasing, rooting following, leading, walking, crawling, slithering, running, leaping away from and towards paths converging and pulling apart snow reveals tracks who/what walk(ed) these places? waiting watching listening what might the presence and absence of tracks reveal being neither (a)lone nor lone(ly) Maria Puig de la Bellacasa (2017) reminds us that speculative inquiry “pushes the boundary of acceptable” (p. 73), while Val Plumwood (2002) writes…
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Tracks in the Snow
Poems continue to inspire thought – Wanderings and Wonderings Snow reveals the passing tracks of those that have come before us, if only for a brief moment But I wonder what other tracks go unnoticed when snow is not there to remind us Following, leading, erasing Walking, crawling, slithering, running, leaping Away from and towards Paths converging and pulling apart Prints in the snow How many other humans AND nonhumans have stood where I stand Neither alone nor lonely Waiting watching listening Who/what has walked these place before What might these tracks tell us about the presences of others Being and belonging in a multispecies world “Poetry shuts out the…
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Working with Charcoal and Paper – response
Its interesting how Shelley and I track charcoal beyond its materiality. It is not about charcoal, but it is about charcoal…bodies and movements with charcoal, paper, and the floor together, on the ‘inside’ inspire/reflect/remind us of bodies and movements with pathways, critters, plants, wind together on the ‘outside’ so then does inside-outside blur? Can it? or do they remain separated? and Why!
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Working with Charcoal and Paper
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Invasion of the Charcoal!
How can such a tiny piece of black charcoal create such angst and yet generate moments of clarity? As the toddler room begins its exploration with paper and charcoal we notice: markings, movements, mess, and at times mayhem! But within the tension of exploring how footprints-bodies-charcoal-papers become entangled, something unexpected emerges! Paper transforms, charcoal bits and pieces transform, tracing transforms, and human relations with charcoal transform. As Shelley and I reflect on the happenings of the past couple of days we sit with the uncomfortable feeling that charcoal is not welcome in the classroom. But we are not abandoning our contentious relationship. Instead we zoom in with great focus. EDGES!…
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Working with Charcoal and Paper
Muddling the chronology
Walking, Storying, Tracing
