NeMLA CFP: Manifesting Joy Through Posthumanist Feminist Praxis

In her most recent book, Posthuman Feminism, Rosi Braidotti calls on posthumanist educators to develop “an affirmative ethics that acknowledges the shared desire of all entities to persevere in their collaborative interdependence and to increase it for the common good” (118). She advocates for pedagogical praxis as a methodological innovation (and challenge) that draws on newContinue reading “NeMLA CFP: Manifesting Joy Through Posthumanist Feminist Praxis”

Posthumanist Praxis: Challenging Stories of Space and Place

In April of 2021, we hosted an online engaged learning experience at the 4Cs conference. This is my (Mimi) reflection on the session. In the moments leading up to our session, we wondered if anyone would show up. Not only were we prerecorded, we were also scheduled for a Saturday afternoon at 5:00 pm. WouldContinue reading “Posthumanist Praxis: Challenging Stories of Space and Place”

The First Two Weeks: A Debrief

School started in the flurry of changing restrictions, rising cases of the Delta variant, and a lot of excitement. My own university gave the instructors wide latitude in terms of class capacity, masks, and social distancing. We have been free to make our own decisions. I am incredible grateful for these policies. On the whole,Continue reading “The First Two Weeks: A Debrief”

Braiding Sweetgrass: A Call for Pedagogical Gratitude

Kimmerer, Robin Wall. Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants, Milkweed Editions, 2013. A shift to a posthuman way of thinking requires understanding new ways of inhabiting the world.  Kimmerer calls her offering in this book: “a braid of stories meant to heal our relationship to the world” (x). My firstContinue reading “Braiding Sweetgrass: A Call for Pedagogical Gratitude”

Posthmanism as Research Methodology

Ulmer, Jasmine B. “Posthumanism as research methodology: inquiry in the Anthropocene,” International Journal of Qualitative Studies in Education, 2017, vol. 30, is. 9, pp. 832-848, DOI: 10.1080/09518398.2017.1336806               While this article does address education more broadly than rhetoric and composition, the principles of posthuman inquiry in education that Ulmer outlines here are instructive for theContinue reading “Posthmanism as Research Methodology”

Concept #1: Writing is a Social and Rhetorical Activity

The framing of this concept is typically human oriented, as the connotations of “social” and “rhetorical” remain human centered. In Naming What We Know, (see this post for an introduction to the book) the contributors tackle this first principle by including several subconcepts. These subconcepts can be viewed through a limited humanist lens, however, IContinue reading “Concept #1: Writing is a Social and Rhetorical Activity”

Threshold Concepts and Naming What we Know

This book came to me through a bit of serendipity. In my 1302 classes for Spring 2020, I assigned an article called “The Threshold Concepts of Writing Studies in the Writing Methods Course” by Kristine Johnson (see Bibliography). My students and I studied the five threshold concepts that Johnson describes as useful for her practiceContinue reading “Threshold Concepts and Naming What we Know”

Casey Boyle’s Posthuman Practice

Boyle, Casey. “Writing and Rhetoric and/as Posthuman Practice.” College English, vol. 78, is, 6, July 2016. This article offers a connected definition of posthumanism and writing as practice in an earlier condensed version of his recently published book Rhetoric as Posthuman Practice. Boyle’s extended critique of reflection as a counterpoint to what he calls posthumanContinue reading “Casey Boyle’s Posthuman Practice”