Intimate Scholarship Research Articles

(Un)felt ferments: Limning liminal professional subjectivities with pragmatist–posthuman feminism and intimate scholarship

The purpose of this paper is to illuminate liminality as processual experiences and to disrupt (hetero)normative paradigms of organizational liminality identity work. I present an intimate inquiry of liminality from within lived liminal experience. My empirical focus is on personal liminal subjectivities as they unfold in specific, psychosocial time, and spaces—my situated, changing lives as a woman executive, mature doctoral candidate, and emergent academic. The posthuman calls for multi-directional, transdisciplinary openings, and experimental forms. In this paper I make four interweaving research contributions: (1) braiding philosophies, I conceptualize a pragmatist–posthuman organic theory of liminal subjectivity; (2) I illuminate my lived liminal experiences as affectual, conscious, and semi-conscious, where my identities are unbounded from self and recast as sociomaterial, entangled productions; (3) I innovate “methodologically” with an embrocation of Dewey’s experiential and esthetic philosophical methods, a flowing mixture of sensate scholarship and the adoption of radical–reflexivities; (4) I call for a community of inquiry into liminality as part of a quest to develop knowing democratically, in partnership with practitioners and all matter. My unfinished adventure is to perform scholarship useful to academics and practitioners, which can help make our practical lived experiences of liminality more bearable and fruitful.

Intimate Scholarship in Research: An Example From Self-Study of Teaching and Teacher Education Practices Methodology

Using self-study of teaching and teacher education practices (S-STEP) research as an example, we explore intimate scholarship and the ways it captures particular lives and experiences within the educational world. To do that we define, explore, and consider how teachers and teacher educators can use this personal and vulnerable scholarship. We provide an example as evidence of ways that intimate scholarship in the form of S-STEP supports learning from experience. We assert that positioning researchers to examine what we know about teaching and being a teacher educator is profitable for the larger research conversation.

The Laugh of the Medusa

I shall speak about women's writing: about what it will do. Woman must write her self: must write about women and bring women to writing, from which they have been driven away as violently as from their bodies-for the same reasons, by the same law, with the same fatal goal. Woman must put herself into the text-as into the world and into history-by her own movement. The future must no longer be determined by the past. I do not deny that the effects of the past are still with us. But I refuse to strengthen them by repeating them, to confer upon them an irremovability the equivalent of destiny, to confuse the biological and the cultural. Anticipation is imperative. Since these reflections are taking shape in an area just on the point of being discovered, they necessarily bear the mark of our time-a time during which the new breaks away from the old, and, more precisely, the (feminine) new from the old (la nouvelle de l'ancien). Thus, as there are no grounds for establishing a discourse, but rather an arid millennial ground to break, what I say has at least two sides and two aims: to break up, to destroy; and to foresee the unforeseeable, to project. I write this as a woman, toward women. When I say "woman," I'm speaking of woman in her inevitable struggle against conventional man; and of a universal woman subject who must bring women to their senses