Abstract
This article takes the form of a conversation between two children’s literature scholars who are collaborating on a conceptual and methodological exploration of New Materialism for their field, children’s literature studies. Here, they address how this exploration of post-humanist and feminist materialist texts has reshaped not only their research and methodological approaches but also their institutional lives in Higher Education. In this conversation, the authors relate to the propositions for slow scholarship and response-able pedagogies, reflecting on their teaching practices and the mentoring of master and PhD students in their different geographical and institutional background, among other dimensions of what they call their “institutional selvesâ€. Departing from Olga CielemÄ™cka and Monika Rogowska-Stangret’s (2015) concept of “com(mon)passionsâ€, the authors propose a deeper engagement in the entanglements of thinking/feeling, teaching/learning and critical/creative as continuums that may open space for (new) modes of knowledge production that resist the pressure of neoliberal and positivist academia.
Highlights
This article strings together our readings and doings with Feminist New Materialist philosophies in our research, teaching practices, and institutional lives
As proposed by Olga Cielemęcka and Monika Rogowska-Stangret (2015), com(mon)passions are research practices that get interwoven in the structure of affect, resonance, and emotional engagement
One of us could come, but we created a video in which we brought nature, culture, books, voices, and letters on screen to speak of our exploration of how Feminist New Materialist thinking provides important openings for children’s literature studies and enables developing complex understandings of child-adult entanglements
Summary
This article strings together our readings and doings with Feminist New Materialist philosophies in our research, teaching practices, and institutional lives. Our com(mon)passion has been about us seeking to become interdependent, about looking for new forms of engagement in the field of children’s literature, and about our orientation towards response-able relations.
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