title: And I still love them: On touching loss

authors: Snowdon, Jennifer Mary (Jenny)

abstract: In this article, the author performs a re-membering practice that incorporates a relational materialist theory. It traces the disturbances that follow in the wake of three deaths in her family. Written in an autoethnographic voice, the article is a polyphonic composition of the narrative therapy approach of re-membering entangled with the spacetimematter of silence, speaking, sitting, staying, presence, absence, loss of momentum, dreams, trees, books, cardiac pace-makers, writing, breath, ashes, murmuring, suffering. Thus, the dispersed agencies of bodies, human and non-human, reinvigorate a linguistic practice and the author's personal and professional life.

text: And I still love them: On touching loss In this article, the author performs a re-membering practice that incorporates a relational materialist theory. It traces the disturbances that follow in the wake of three deaths in her family. Written in an autoethnographic voice, the article is a polyphonic composition of the narrative therapy approach of re-membering entangled with the spacetimematter of silence, speaking, sitting, staying, presence, absence, loss of momentum, dreams, trees, books, cardiac pace-makers, writing, breath, ashes, murmuring, suffering. Thus, the dispersed agencies of bodies, human and non-human, reinvigorate a linguistic practice and the author's personal and professional life.

year: 2017

title: 'We felt that electricity': Writing-as-becoming in a high school writing class

authors: Rubin, Jessica

abstract: Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

text: 'We felt that electricity': Writing-as-becoming in a high school writing class Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

year: 2022-09-13

title: The Kermadec Ocean Sanctuary: Terraqueous Territorialization and Māori Marine Environments

authors: McCormack, Fiona

abstract: This paper interprets the disrupted establishment of the Kermadec Ocean Sanctuary, a 620,000 square kilometre marine protection area, as a crucial moment in Pacific frontier making. The development of large-scale protected marine areas is a politically charged frontier tool, in which states garner international recognition and environmental renown by setting aside large swathes of their exclusive economic zones. In the Kermadec Sanctuary, this enclosure hit against an assemblage of Indigenous histories, ecologies, repatriated fishing rights, and privatized fishing quota challenging the oftmarginalized agency of Indigenous people in frontier narratives. This paper argues that three factors are fundamental to untangling this conflict: first, the historical trajectory of terraqueous territorialization in the Kermadec region, second, the post-Treaty of Waitangi settlement dynamics of Maori marine environments, and third, the common ecosystem services model underlying conservation and extraction.

text: The Kermadec Ocean Sanctuary: Terraqueous Territorialization and Māori Marine Environments This paper interprets the disrupted establishment of the Kermadec Ocean Sanctuary, a 620,000 square kilometre marine protection area, as a crucial moment in Pacific frontier making. The development of large-scale protected marine areas is a politically charged frontier tool, in which states garner international recognition and environmental renown by setting aside large swathes of their exclusive economic zones. In the Kermadec Sanctuary, this enclosure hit against an assemblage of Indigenous histories, ecologies, repatriated fishing rights, and privatized fishing quota challenging the oftmarginalized agency of Indigenous people in frontier narratives. This paper argues that three factors are fundamental to untangling this conflict: first, the historical trajectory of terraqueous territorialization in the Kermadec region, second, the post-Treaty of Waitangi settlement dynamics of Maori marine environments, and third, the common ecosystem services model underlying conservation and extraction.

year: 2021