While pulling together some job materials this weekend, I got out ye old Sage Handbook of Qualitative Methods (5th ed)–see below–and stumbled upon this scribbled delight, this marginalia wormhole (could we say wordhole?–that seems weird) to the Summer of Dissertation…
Dissed are excerpts from the dissertation that have been cut, killed, excised, burned on the altar of common sense and distance before being left here to not die…
This one hurt to cut. I remember thinking how clever I was and how it"Explained Everything. Duh." And, certainly, in looking back I can see the early versions of what I was just really starting to grasp. I did bring a good chunk of this up in the epilogue, but it took some reshaping. I like having an original (albeit excerpted) version of it here as part of this archive. After all, Sally and this comic were integral parts of the dissertation, critical actants that sat in my eye-line (tacked above the computer) the entire time I wrote and reminded me--without a word, with just a glance, without even really realizing it, in fact I'm only really realizing it right now as I type these very words--why I was still sitting in my office chair, still looking for answers. Touchstone is too mild a word for that level of presence and pull in the overall phenomenon. But my true love didn't make it into the final draft: the incomplete tracing of the other actants at the end. I read that list and that timespace snaps into place around me. I'm-back-there-again-here.
Fig. 1.1: In this Peanuts comic strip by Charles M. Schulz, Sally Brown (Charlie Brown’s little sister), attends her elementary school. Originally published March 29, 1971 by United Feature Syndicate, Inc. Reprinted on page 84 in Peanuts: A Golden Celebration (Larkin 1999).Continue reading →
Straight from my dissertation, here are the acknowledgement and dedication pages. Thank you to everyone who’s been on this journey with me and been rooting for me.
“And yet when essays draw on the work of Barad or Haraway but do not attend to nonhuman life, environments and material agencies, the lack is notable. Feminist materialisms, especially in their posthuman forms, are worlds apart from the conventional classroom, an all too-human place cordoned off from more-than-human liveliness. The chasm between the two suggests how intrepid and inventive we must be to teach with a (posthumanist) feminist materialism”
–Stacy Alaimo / “Book Review: Teaching with Feminist Materialisms” (179)
Last week, I sat down with a really quiet small group in class where one student was pulling all the weight. Normally, I try to stay out of their conversations, but this was painful to watch, and I had to do something. That something ended up being me and the Student having a great conversation while the groupmates looked on in silence (no matter what we did–and Student tried just as hard–to try and pull them into the conversation). So, big fail in that sense. But there was also a win: I got to hear Student’s guess at what metaphor Thomas King might use for stories (we were talking about how Azar Nafisi calls books orphans and Neil Gaiman tells the story of Douglas Adams claiming books are sharks, and we were wondering what the other author’s we’d read might say on the matter).