Our New Materialisms (NM) Special Interest Group (SIG) is back on!
The March NM SIG is our first meeting back for 2021. I’m so happy!
Because we are reconvening after the New Year break, we wanted to offer the opportunity for participants to reconnect more directly. So instead of going straight into guest presentations, we decided to have a writing-process open forum to ‘warm-up’ our ideas, discussion and writing-with NM approaches.
So, in this session, we gave breathing space for a topic we all wrestle with: how to ‘write up’ or ‘present’ New Materialisms research.
We invited participants to bring a piece of writing/data/something you are working on to share.
This NM forum encouraged cross-pollination, stimulate new ideas, spark some inspiration, offered some new skills and probed what im/possibilities might emerge for stretching your NM research writing-data.
In this meeting, we asked: How might researchers who are working with New Materialisms ‘write up data’?
We had two readings to get the juices flowing.
Readings:
Somerville, M. (2016) The post-human I: encountering ‘data’ in new materialism, International Journal of Qualitative Studies in Education, 29:9, 1161-1172, DOI: 10.1080/09518398.2016.1201611
Niccolini, A. D., Zarabadi, S., & Ringrose, J. (2018). Spinning yarns: Affective kinshipping as posthuman pedagogy. Parallax (Leeds, England), 24(3), 324-343.
5 mins warm-up: Delicious Research(er)s. NM SIG March 2021.
March NM SIG notes
Our warm-up NM writing activity was on: Delicious research(er)s. I developed my Delicious Research(er)s warm-up into a 25mins, 100-word worlding – and this is what emerged:
Delicious research(er)s.
Delicious research(er)ing is an open-ended kitchette of inquisitiveness, capabilities, ingredients and alchemy. Folding, passing, mixing and blending: foundational blisters pop into syrupy-sweet intellectual nectar. Flavour(ful) data fragments over tongues, in eyes, and on minds. Delicious researchers are lightning rods for the unexplained. They stand tall: chins up, ears swivelling, noses twitching, eyes roving and skin electrified with buzzing intensity. They dive deep into salty pedogological soups, spin with umami-rolled embodiment, and languish in astringent-infused relationalities of common wor(l)ds. Delicious researchers are sexy, amorous, desirable and magnetic, heated yet ‘cool’ – and prone to spontaneously combust in moments of exquisite flambé rupture.
See images below for some of our other NM lines of flight.
Spinning Yarns. NM SIG March 2021.
Post-human ‘I’. NM SIG March 2021.
Discussing NM problematics. NM SIG March 2021.
NM SIG collaborative notes. NM SIG March 2021.
NM ‘data’-research-writing discussion. NM SIG March 2021.
In anticipation of Griffith’s New Materialisms (NM) Special Interest Group (SIG) starting back up very soon for 2021, I’m looking back over what we have done so far.
I am the co-convenor of Griffith’s New Materialism SIG. The aim of the New Materialisms Special Interest Group is to provide asupportive space for students, HDR candidates, ECRs, mid-career and more senior Academics to explore, discuss, experiment and share complex and emerging post-qualitative/post-humanisms ideas, methods and approaches.
I am particularly proud of the diverse and transdisciplinary nature of the current group which includes members from the Health Sciences, Humanities, Education and Psychology and from multiple Universities Australia-wide and internationally.
This SIG is a fertile environment for sharing ideas, research experiences and synergies with multiple projects and possible papers benefiting from the ideas and expertise made available.
We started out with 13 members in 2019 spread evenly across Griffith University and other Universities in South East Queensland (UQ, QUT, Sippy Downs). After four 2019 monthly meetings, interest in the SIG expanded significantly as word spread.
August 2019 – Inaugural meeting
The inaugural session of the Griffith New Materialist (NM) Special Interest Group came together to support researchers and academics to engage more deeply, critically, collaboratively and creatively with NM thinking and practice. This first meeting was semi-structured with the readings and discussion focus being on: The emergence of feminist New Materialisms.
In this second NM SIG meeting, we had a guest presentation by Prof Simone Fullagar and Dr Wendy O’Brien whose book (cowritten with Dr Adele Pavlidis who could not make it), Feminism and a Vital Politics of Depression and Recovery, had just been published. In this meeting, we discussed feminist New Materialisms and how the book traces the complex material-discursive processes through which women’s recovery from depression is enacted within a gendered biopolitics. Within the biomedical assemblage that connects mental health policy, service provision, research and everyday life, the gendered context of recovery remains little understood despite the recurrence and pervasiveness of depression.
In this session we had PhD researcher Geraldine Harris share some of her emerging New Materialisms thoughts, approaches and inroads from her research looking at early intervention and prevention strategies for child-centered leadership. This meeting was called Diverse plateaus + visualisations of place-based child-centered leadership and it was a great presentation for many reasons. Geraldine shared some of her unique data analysis visualisations that have helped her think-with, process and communicate the complexity of her work (they were amazing!). We also got to hear about her current PhD musings and emerging NM understandings, as well as tips, challenges and blockages she has experienced using New Materialisms approaches in educational and workplace settings.
Our SIG New Materialisms Garden Retreat was for HDRers only. This was a special event. For the NM Garden Retreat, I invited five New Materialist and Posthumanist PhD friends to a full-day group/workshop in my garden where we collaborated to create and share knowledge. I wanted to get out of the uni confines and have the (literal) time and space to work, think and share more generatively and deeply with others – without time constraints or other pressures. The garden provides an alternative ‘learning context’ that deliberately disrupted and displaced traditional notions about academic knowledge, performances, educational spaces, and who is ‘an expert’. Each participant nominated an NM tropic to share/teach the group. We also had time for writing, teaching-learning discussions and reflection. We had a musician friend of mine come to play and stay for lunch and the afternoon (so awesome!). Everyone brought a lunch plate to share and each participant went home with a garden box bursting at the seams. A wonderful day of collaborative NM work.
Instead of having a guest presenter, we invited everyone to ‘present’ by bringing a piece of data that ‘glows’ for them – a piece they would like to ‘re-turn’ with and share with some suppotive-critical friends. The idea here is that we are all working on different research projects, with different applications and with different data. This was our last meeting before the holidays, so we thought it might be interesting for participants to share a part of their research with others as a way of mining alternative insights – and to give each researcher some fresh ideas and considerations to mull over during the holidays. It was a huge success and wonderful to hear what everyone was working on, wrestling with and how they were thinking-with and processing. Super helpful and inspiring! A great end to our first year as a SIG!
Some people are still away in January. February is busy orientating and getting prepared for the year, so we start our SIGs in April after people have had a chance to settle back in at Uni.
In 2020 we had 6 meetings from March – November and our membership expanded to 40 members – not only Griffith and other Queensland-based universities, but Australia-wide and internationally.
April 2020
I had just returned from my bicycles-for-education PhD fieldwork in West Africaand the other SIG members were keen to hear how it went and what/how I was thinking of moving forward to frame the experience as a posthumanist research project. Great questions! So, to kick off the NM SIG for 2020, I presented my project to date. I outlined what I did during fieldwork and some initial ideas for moving forward and putting to work NM approaches. It was wonderful hearing people ideas, comments and suggestions on possible ways to process and think-with all that had transpired. I brought a lot of (actual) materials and realia from Sierra Leone – and my bike – into the session.
In this session, we had Dr Lazaroo return to her PhD work (two years ago) to untangle the mess in order to make new discoveries. Her project was: Making Noise: An Ethnography of a Community Performance Project between Vulcana Women’s Circus and People with Disabilities. In this session, Natalie reflected on her early methodology and locates a poem titles ‘Expressions of longing’ which she wrote in response to NM SIG provocations. This return poem captures the essence of articulations that emerged during her artistic collaboration over a 4-month period of fieldwork with Vulcana Women’s Circus to create a community performance called Stronghold, which involved people with disabilities.
Our presenter (referred to as X) for this session had just submitted her Griffith EPS Master’s thesis two days before this meeting. In this session, X shared some insights, ‘data’ and narrative moments from her latest research project which was an exploration of workplace sexual harassment on teacher identity. Now that X’s Masters was submitted, she was interested in feedback from the group on what resonates and how she might build the project into a PhD using a New Materialisms lens. Specifically, X was keen to explore how the sexual harassment complaint has its own agency and to get feedback from the SIG on how she might approach this. A very unsettling and moving session for all.
For this session, we had the incredible Melbourne-based PlayTank Collective – Alicia Flynn, Sarah Healy and Allie Edwards present a session entitled Lessons from the Play Tank: Adventures in playful scholarship. In this session, we discussed enacting NM theories and how to provide a playful and collaborative space to re-think, re-imagine, re-( ) research for others. We looked at using art education and design as opportunities to create workshops that attended to the joys and curiosities experienced while working/playing together in a material way. A key focus was on collaboration, intentionally responsive and response-able practices. And we had lots of fun playing, making and learning!
For this session, we had Griffith PhD candidate Janis Hanley take us on a creative and analytical exploration of Milieu, Territory, Atmosphere, Agency & Culture. Using written and visual excerpts from her current PhD research-in-progress on the historical Queensland textile industry, Janis provoked us to consider how milieu, chi, concepts of ‘home’ and atmosphere resonated with us and in our research. We did a number of individual and collaborative activities that helped activate and draw out interesting aspects such as how a piano, political graffiti in a factory and participant appreciation of research diagrams reveal new opportunities. We also looked at how conceptions of ‘home’ feature in our own work and life.
For this session, we had our first international guest presenter, A/P Tom Reynolds (Dept of Writing Studies, Uni of Minnesota, USA). Tom’s interested in critical theories of writing instruction, histories of popular literacy, and intersections of literacy and cultural movements. He is currently working on multimodality with his students, who are making group digital videos that advocate for issues. In this session, he shared some ideas (and wanted feedback for) how these projects might involve greater NM engagement with both discursive and non-discursive elements. Hells yeah! Did the SIG have some good ideas on how to do that!
For this session, we held aNew Materialist’s Writing Party!This session provided time and space for thinking-writing-playing and to shift the focus from ‘academic’ reading and presentations into a different positive and exploratory space. Many of us are hard at work writing alone at our desks, so this was an opportunity to come together, share ideas and get some serious NM writing done. I hosted the party – it was close to my birthday so it was an extra academic birthday treat and celebration for me! We had a few fun warm-ups, a few open-ended guided writing activities, and some research-focused timed writing time. We also had time to chat, reflect and share as much or as little as people wanted. Great fun!
For our last session of 2020, we had Patricia Ni Ivor who works in Project Management at RMIT (Melbourne) present a session with the amazing title: Feeling success in project teams: Travelling from the domain ruled by the supreme God-of-Things to the fresh air of Sensation and the Ineffable. Patricia explored the concept of affect as used by Deleuze and Guattari, drawn from Spinoza’s Ethics and the work of Henry Bergson. She outlined the fit between the theoretical paradigm of Self-inquiry (Spinoza’s synergy with eastern spiritual traditions and Bergson’s notions of consciousness) and how the emphasis on embodiment or somatic inquiry reflects the yogic basis of Self-inquiry (central to Patricia’s thesis) and more recent theories in social science, psychology and physical movement studies in art and wellbeing. The participants got to practice with one of Patricia’s self-inquiry/meditation exercises during the session.
Image: NIH Office of Equity, Diversity and Inclusion
Internationally, March is known as women’s history month.
The aim of this initiative is to redress previously omitted women’s participation and achievements from being known by celebrating women’s contributions to history, culture and society.
There are many exhibitions, projects, protests and events run during March that raise awareness for the significance, roles, struggles and issues of women and girls.
So to kick off ‘Women’s Month’, here are three more-than-usual initiatives that are exemplary in celebrating a range of women’s achievements.
This page celebrates March being Women’s History by highlighting a range of Australian women and the diverse contributions they’ve made to Australia’s history.
What I like about this particular page is that it is inclusive and immediately understandable in what it is trying to achieve. Having a simple photo album-style layout showcasing significant women (with names and dates) makes it quick and easy to get a sense of the range of cultural backgrounds (Indigenous, Australian-Chinese, European immigrants, white) and their contributions (politics, literature, arts, sport, law and many others) over time – ranging from Fanny Balbuk Yooreel (1840) to Everly Scott (2017).
I think it is imperative to not only name the person but also to give each woman just identity. Consider how many times you’ve seen historical male figures of significance. There is ALWAYS a photo of them to reinforce their status as ‘important’ and that ‘this individual is not only someone you should know the name of, but you should know what they look like.’
Including images of women is a political move in this regard. It’s a critical move to shift past erasures of significant women from not just naming them (whereby their name is ‘listed’ and therefore at risk of being yet again ‘lost’ in the density of descriptive discourse), but so that the uniqueness of each woman is also recognised – as well as their name.
Photos are especially important given that surnames are patrilineal (assigned by fathers and husbands) so it is usually only first names that distinguish individuals from others. Linking women to their first and surnameswith their photoshelps to identify AND personalise these women beyond a perfunctory mention by name in passing. This is what the RAHS site does well.
There are so many incredible women listed on the RAHS – and many that most Australians have probably never heard about. For example: Muruwari Community worker and filmmaker Essie Coffey (otherwise known as the Bush Queen of Brewarrina), or Ruby Payne-Scott who was Australia’s first woman radio Astronomer, or one of Australia’s first great actors Rose Quong, who was a breakthrough given her Chinese heritage during the Australian White Policy, or WWI war correspondent Louise Mack.
I’m following Dr Katie Phillips’ Twitter account for all of March.
In an act of radical generosity and support, each day, Katie uploads a different post each day that shares the voices, work and contributions of highly influential, but lesser-known Native, First Nations and Indigenous women from what is now called the USA.
This project was a real eye-opener for me. Not only did I appreciate the forethought, planning and process that Katie applied to make this happen, but it was also an incredibly educational initiative that has far-reaching scope and implications.
Twitter’s limited text allowances meant that each day, Katie provides the name, image and brief synopsis about ‘the woman of the day’ and her significant contribution. I not only learned about these incredible women (which, as an Australian, I would have not have been exposed to), but this approach is also an invitation (and reminder) to keep learning about amazing women elsewhere around the world.
I found myself following up on many of the women Katie posted, wanting to know more about their conditions and experiences.
As a teacher, researcher, creative, and someone with half a brain and a heart, I was impressed by Katie’s approach. It showed a genuine commitment to decolonizinghistory and better accounting for diverse women’s experiences.
F@*king incredible work!
Dr. Kat Jungnickel – Bikes and Bloomers
Image: Kat Jungnickel’s book cover “Bikes and Bloomers”
Kat’s specific interest area is reinvigorating Victorian women investors and their amazing cyclewear. She published a book based on her PhD research called Bikes and Bloomers. Here’s a description of the book from Kat’s portfoilo:
The bicycle in Victorian Britain is often celebrated as a vehicle of women’s liberation. But much less is known about another critical technology with which women forged new and mobile public lives – cycle wear. Despite its benefits, cycling was a material and ideological minefield for women. Conventional fashions were inappropriate, with skirts catching in wheels and tangling in pedals. Yet wearing more identifiable ‘rational’ cycle wear could elicit verbal and sometimes physical abuse from parts of society threatened by newly mobile women.
In response, pioneering women not only imagined, made and wore radical new forms of cycle wear but also patented their inventive designs. The most remarkable of these were convertiblecostumes that enabled wearers to secretly switch ordinary clothing into cycle wear.
This highly visual social history of women’s cycle wear explores Victorian engineering, patent studies and radical feminist invention. Underpinned by three years of in-depth archival research and inventive practice, this new book by Kat Jungnickel brings to life in rich detail the lesser-known stories of six inventors and their unique contributions to cycling’s past and how they continue to shape urban life for contemporary mobile women.
Talk about raising awareness for previously hidden women’s achievements! Go Kat!
There are many Ph.D. candidates who are near-submission or who have recently been conferred. For these brave souls, entering the workforce at such a tumultuous time is even more tricky with additional CORONAverse pressures.
This Summer, I’ve had three particularly interesting research opportunities sent to me which I am sharing below for anyone who might be interested.
These 3 research positions are based in Australia and have a good range of topics, disciplines, and locations. I’ve grabbed some key details from each to get started – see below.
It is difficult to find suitable postgrad RA, Internship, Post Doc or Fellowships – so if this is you, I wish you all the best!
1. Griffith Uni Peacebuilding Project: Research Assistant
Project: Local, place-based, and community-driven approaches to peacebuilding
A Research Assistant is needed for a research project: Local, place-based, and community-driven approaches to peacebuilding funded by the British Academy and Leverhulme Trust and co-led by the University of Glasgow (Scotland) and Griffith University (Australia).
The project will bring together the voices and perspectives of diverse actors working on building peace in their communities to share their experiences and advice and to learn from each other. Please see the attached document for the project description.
Involvement with and (networking opportunities with international stakeholders) in:
collaborative and participatory research
multiple phases or aspects of the larger research project including:
Participant Recruitment
Coordinating knowledge mobilization efforts with and to different stakeholder audiences
Reviewing and synthesizing literature in relation to the project
Participating webinars and note-taking for Focus Group Discussions
In addition to the above, other tasks that arise may be included to advance the research and transforming practice agenda.
Qualifications:
Strong communication capabilities with proactive attitude
Ideally, in as many of the following areas:
Peace, Conflict, Reconciliation, Indigenous Education, International Development, qualitative methods (Open to any HDR students in AEL)
Excellent organizational skills.
Interested individuals, please send an email to (eun-ji.kim@griffith.edu.au) by March 5th, Friday by 3:00pm with CV.
2. Australian Parliamentary Fellowship
The Australian Parliamentary Fellowship open to PhD graduates who graduated within the last 3 years.
Do you have a PhD which has been awarded within the last three years with an interest in public policy, the environment, science & technology, natural resources, foreign affairs, social policy, law, statistics or economics? Would you like to apply your research skills in the parliamentary environment? The Australian Parliamentary Fellowship is managed by the Parliamentary Library on behalf of the Parliament.
The purpose of the Fellowship is to:
contribute to scholarship on the Parliament and its work
promote knowledge and understanding of the Parliament
raise awareness of the role of the Library’s Research service
provide a researcher with work experience in the parliamentary environment
and support ECR (early career scholars/researchers).
The Fellowship is of flexible duration (up to 6 months full time with provision for part time or broken periods of employment) in the Research Branch of the Parliamentary Library.
A successful applicant for the 2021 Fellowship would be expected to take up the position in the second quarter of 2021.The Fellow will be required to research and write a monograph on an approved project.
A new post-doctoral fellowship program, funded by the Forrest Research Foundation, will be offering up to 22 new post-doctoral fellowships of 18 months duration, to be held at any of Western Australia’s five universities.
The disruption caused by the COVID-19 pandemic has resulted in reduced opportunities for recent Ph.D. graduates to pursue post-doctoral research. In response, the Forrest Research Foundation is investing $3 million in 22 new post-doctoral fellowships of 18 months duration – the Prospect Fellowships.
These Prospect Fellowships are open to Australian and New Zealand citizens and Australian permanent residents who have completed their PhD on or after 1 January 2019. Applicants must have an outstanding academic profile, and must provide evidence (e.g. Dean’s list, university or other prizes, publications and other outputs) that they are among the top 5% of recent PhD graduates in their field.
Applicants may come from any disciplinary background but their proposed research must be focused on one of six areas of Western Australian research excellence:
Indian Ocean (to include e.g. marine science and engineering, geo-politics, economics)
Agriculture, food and nutrition
Environment and natural resources (to include e.g. extractive industries, ecology, conservation)
Frontier technologies (to include e.g. space science, AI, bio-engineering, nano-technology)
Mental and physical health and well-being (to include e.g. medicine, human bio-sciences)
As many readers know, October is my birthday month. It is also a busy time for most universities. So for this month’s New Materialisms Special Intrest Group (SIG), I floated the idea of having a writing party. Instead of adding pressure to read and discuss, I thought it’d be a good time to pause, take stock, and to put into playful practice some of the NM ideas and approaches we’ve been discussing thoughout the year in our SIG.
It might seem a little weird to have a Writing Party for your birthday and not a bike-themed party but seeing as though my PhD research is on bikes – it was a win-win for me!
Woohoo! Writing Party!!!
Writing Party Invite
Here is the NM SIG Writing Party invite I sent out to NM SIG members:
Are you feeling overworked and lonely? Has your enthusiasm for writing taken a hit lately?
Are you struggling to get those paragraphs perfect and on the page?
Then it’s time to PARTY!
At our next NM SIG, we shift the focus from reading to writing and you are invited to join our 2-hour Writing Party (details and link included here – it was a closed event, so no details here on the blog – sorry!).
With a continuing focus on the feminist New Materialists, we welcome your ideas/musings/partially formed paragraphs and feedback for others in our group.
Bring along a partially formed paragraph for sharing and feedback.
This Writing Party will also include guided writing warm-ups and research-focused timed writings as well as some time to chat, reflect and share as much or as little as you want.
The aim is to help you get over the writing hump and back into the flow…
No matter what your current research project is, this session will help reinvigorate your writing passion!
We look forward to seeing you there!
So what did we do?
We had a great time!…..And we wrote heaps!
It was a small, but dedicated crowd who were up for writing and sharing NM ideas and practices.
We had 2 hours and I wanted to make sure we had time to write some new material, share some writing we had already done and have time to discuss and process writing styles and production.
I opened with each person saying why there were here for the sessions and what they hoped to achieve,
Then we did a 10 min writing warm-up activity I call Embodied writers in the here and now. I developed this as a warm up task for my own working days a while back and have been using it with others, colleagues, study groups and writing retreats since. It is a generative and useful warm up that gets the juices flowing and there is always something interesting to talk about that comes out of it.
We then shared a piece of our own writing that we were proud of. this is a great activity to do to boost confidence and be exposed to different types of writing and processing. I enjoyed hearing other people’s ideas on why it was meaningful to them and what they learnt from/while writing it.
Then, we did a word sprint activity looking at Research Tentaclesto get thinking about vocab, fluency, collocations and expression.
A 15 mins Rolling Research Activityfollowed the vocab discussion up nicely. Here we wrote down our answer to the question; What is a current research-writing-tension for you? We then took time to read other people’s answers and add some suggestions and ideas on how to shift or move forward with these. This was a great way to pool our experiences and resources and get some great ideas we would not have thought of by ourselves.
We then did a Matter Matters sprint. Using a piece of our own writing, we discussed , provoked, challenged and layered how matter matters in our research. We then did a quiet 10 mins written reflection to excavate if anything had shifted or moved as a result of dong the activity-discussion-writing.
For our last activity, we opened the floor to a Partial Writing discussion. This is where you share piece of unfinished writing you are currently working (selection or except) for those who want to get some feedback or ideas on what and how to move forward.
I had a ball! It was so great to have designated time to write, share, discuss, laugh and learn -we so rarely create opportunities like this – where there is no pressure or expectation, yet you can still experiment with writing ideas and prose.
I think it is very important to celebrate ALL types of writing and to keep writing fun. After all, sitting at a desk for years writing up formal academic research would be a challenge for any one – so it was nice to stop for a breather and to play and have some fun with writing.
Bicycle Queensland – Road Safety Quiz. parking in Japan. Bicycles Create Change.com 16th October 2020.
Each state (and country) have their own road safety rules and laws. Regardless of what mode of travel you use, it is always good to check your knowledge and keep updated – for your own safety and for others.
Heaven forbid someone challenges you doing something which you think is okay – only to find out later that you were in the wrong and the whole thing could have been avoided.
Recently Bicycle Queensland (BQ) launched a 24 questions quiz so people could test their bicycle road rules knowledge. It is a simple and clear quiz and there will be a few questions that might surprise you.
I did this quiz and did not get full marks. I learnt the term ‘bicycle storage’ in reference to a painted box at traffic lights for bicycles to congregate to wait for lights to change (I only knew that term in relation to ACTUAL bike storage -not as a road user/traffic light reference …so there you go!).
If you live in Queensland give it a go! Even if you don’t give it a go anyway to see how it gels with what you know and check to see what is similar/different to where you live.
Can’t hurt to brush up on your road rules!
You get immediate feedback on correct answers as you proceed as well as a final result.
At the end of this post are some examples of questions to expect.
Think you know all the bicycle-related road rules in Queensland? Put your knowledge to the test in the latest educational quiz on road safety skills. There are 24 Questions in this Quiz and they are on a range of bicycle and road safety topics.
To recognise and understand the Queensland Road Rules relevant to bicycle riders.
Consider methods to improve road safety for bicycle riders and identify the safety benefits.
The information in this quiz is developed from the Queensland Government’s bicycle road rules and safety page. This information is easily accessible online, and Bicycle Queensland encourages you to review the road rules regularly to keep up with the changes occurring in a dynamic transport network.
Remember that knowing the road rules does not necessarily make it safer for you to be on the road and this content has been created to help raise awareness of the road rules that are important for bicycle riders.
Teachers who use bikes to make education and learning more equitable is always inspiring. Previously, I posted on Afghani teacher Saber Hosseini who rides his bicycle laden with books out to rural villages in the mountains so locals there who have no access to books can learn to read and have an opportunity to read. The story is about Korean teacher Rudra Rana who rides his bike out to teach kids who do not have access to online classes during COVID lockdown. Although the bike in this story is motorized, given the rough terrain, I’m counting Rudra’s story as an opportunity for all riders and bike types (motorized and pedal) to be better utilized in educational access. This story comes via Asian News International (posted by Amrita Kohli). Enjoy! NG.
Rudra Rana is a government school teacher in Chhattisgarh’s Korea district. He travels on his bike with a blackboard strapped to his back to educate children in ‘mohalla’ classes amid the COVID-19 pandemic.
While speaking to ANI, Rana said that since many students did not have access to online education and all schools remained closed due to the coronavirus pandemic, he thought of educating them by bringing ‘school at their doorstep’.
“Very few students were able to join the online classes, so we started mohalla classes. So I thought of this method. This also ensures the safety of both teachers and students as there is no contact. As students can’t go to schools, I’m bringing education to their doorstep,” said Rana.
“I have also kept a blackboard, books and placards with me. I ring the bell and then students come, just like normal school routine, then students perform their prayers and we start with the classes as per syllabus,” he added.
Rana further said, “I travel from one region to another, gather students and educate them about coronavirus and their subjects. Even students are coming forward and showing interest while the locals are appreciating the initiative.”
“The umbrella on my bike represents a new way of educating students. It also protects me from heat and rain,” he added.
image: Hindustan Times
Speaking about the importance of these classes during the pandemic, Shilp, a student said: “We get to learn a lot from these classes. Sir comes here daily and teach us and also answer our doubts. We are enjoying this method of teaching.”
“Sir teaches us different concepts and later we study them on our own. We miss school but this concept is also nice as it feels just like we’re at school,” said Suraj, another student.
Earlier, a government school teacher Ashok Lodhi pleased many with his efforts of educating students by travelling on his bike with an LED TV to educate children via cartoons and music. He had also garnered heaps of praises for his unique initiative and was nicknamed ‘Cinema Wale Babu’ by the local residents of the Korea district.
In the wake of the coronavirus outbreak, the Chhattisgarh government had earlier launched an online portal, ‘Padhai Tuhar Duar’, that provided education to students stuck at their homes amid the lockdown.
The state government took the scheme further in August and introduced ‘Padhai Tuhar Para’, which aims to teach children with the help of community in their localities and villages.
COVID-19 has seriously disrupted habitual ways of how we move, learn, work and live.
COVID lockdowns mean that most Australian families now have their kids at home and many parents are readjusting to having to supplement schooling with educational activities at home.
Many parents have serious concerns about how COVID will impact their child’s educational outcomes. This is a concern for many educators as well.
It also got me thinking about the additional pressure many parents must be feeling at home now the responsibility for not only the health and wellbeing but now also for their child’s education.
Even for the most creative and resourceful parent this is a big ask.
Schools doing their best to help, but many parents are looking for additional materials, lessons and productive work to keep active minds and bodies on task and learning.
Bike lessons for COVID homeschooling
Regular readers of this blog know I have shared a number of other bike-related school resources including:
This week I came across Teach Starter which is an online teaching platform providing easily downloadable ready-to-use, curriculum-aligned teaching resources expertly designed for primary school teachers and their students.
This website is full of educational resources, videos and worksheets at all primary school levels and perfect for parents to use. There is a small cost for monthly access (under $10).
Thinking of my nieces and nephews, I typed in ‘Bike Riding’ to see what they had and was delighted to see a range of bike-related materials.
Of course, there are heaps of other topics, subjects and learning areas that are full to the brim, but for me, I was most keen to see they had on offer for families like mine, who are bike crazy.
Having resources that fit with family values and activities is a great way to keep kids engaged – and have a read to use worksheet is so helpful for parents who care deeply for their kids but might be close to tearing their hair meanwhile.
Here’s a look at some of the bike-related educational resources I found and there should be something for any primary school-aged rider.
And for all those parents out there – best of luck!
Remember, if it gets all too much – just take ’em for a ride!
All images courtesy of Teach Starter unless of otherwise specified.
Ocean Academy student Micheal. Image: Planterra Foundation
Belize is a small Caribbean country in northeastern Central America. It has many beautiful islands and atolls and is a popular tourist destination.
However, life for locals can be difficult. Belize is ranked 166 in the world based on GDP, around other lower-income countries like Lesotho, Suriname and Timor Leste.
Caye Caulker is one of Belize’s beautiful islands. Like many other islands, it has shifted from traditional life to embrace a different way of life in order to survive. Caye Caulker’s now depends on ts hospitality and tourism industry. While tourists enjoy natural environs and leisure activities, life is very different for locals.
Being such a small island, there are limited services. Previously, the Caye did not have a high school. This meant that when local children turned 12, they would have to move to the mainland if they wanted to continue their studies. This is not only financially difficult, but having a young family member away can be stressful and add extra pressure for struggling families, so many would not continue their studies and stay on the Caye. This meant there was a growing population of youths who had not completed their education.
Addressing a Critical Need
This situation is an obvious problem for the young students and families of the remote island of Caye Caulker. In many cases, it is not possible for students to travel to the mainland to receive a quality education.
This barrier leads many by the age of 12, to choose to quit school and join the workforce. Nation-wide, only 40% of secondary-aged youths are enrolled in school.
Opening a local high school – Ocean Academy
The Ocean Academy school opened in 2008 as the very first community high school on the island of Caye Caulker.
There are currently 58 students enrolled in the Academy.
Its programs aim to reduce school dropout rates and reverse the growing unemployment issue by providing hands-on and practical tourism education, in addition to the traditional curriculum.
How Planterra Foundation helped
Planeterra raised donations to fund needed bicycles and other materials for the Ocean Academy to develop a student-led bicycle tour of the island. Planeterra also connected the Ocean Academy to a market, G Adventures travellers, on some of G’s tours that visit the island.
This activity is included into some of G Adventures, and bike rentals are available for all travellers, with proceeds funding educational programs for the students at Ocean Academy.
Impact: Student-led bike tours
This project aims to provide youth on Caye Caulker with training for future employment opportunities. It is a social enterprise in tourism, giving students from Caye Caulker’s Ocean Academy the chance to practice guiding skills while giving traveller’s a unique experience on their visit to Caye Caulker.
Ocean Academy prepares students for careers relevant to island tourism and conservation science. In order to ensure the success for the new program, Planeterra supplied Ocean Academy’s Bike with Purpose program with 40 extra bikes at the beginning of the partnership.
This meant students could show tourists around, gaining valuable leadership, communication, business and tourism skills that can then be taken forward. Costs for the student-led bike tours all go to the students.
This is a wonderful example of how bicycles can be used to help support local education, families and employment opportunities. Key to this approach is integrating and enhancing already established local initiatives (the Academy) as well as addressing a need that has immediate and long-lasting positive impacts for local youths and their families.
As long-time readers of this blog know, along with Dr Sherilyn Lennon, I co-convene Griffith University’s New Materialism Special Interest Group (SIG). New Materialisms (NM) is an emerging post-qualitative research approach that has a significant take-up in education, queer and gender studies, environmental science and arts-based disciplines in particular, but is gaining traction more widely as well.
This month, we had a mix of three stimuli for the discussion. This was followed by a very moving presentation about a project exploring school workplace sexual harassment and the impact on teacher identity.
Image by Franz Marc: Fighting Forms
Presentation: Workplace harassment and teacher identity
Our presenter had just submitted her Griffith EPS Master’s thesis two days before this meeting, so we were very grateful for her time.
In this session, she shared some insights, ‘data’ and narrative moments from her latest research project which was an exploration of sexual harassment on teacher identity.
Now that her Masters had been submitted, the researcher was interested in feedback from the group on what resonates and how she might be able to build the project into a PhD using a New Materialisms lens.
As a starting point, X was keen to explore how the sexual harassment complaint has its own agency.
As always, it was a very generative and thought-provoking session.
The presentation blew up away and gave us much to think about.
We applauded the bravery, resilience and strength that underpinned this work.
This presentation focused on the impact of sexual harassment on teacher identity and, in so doing, opened up conversations around gendered harassment in institutional settings. The aim is to lift the curtain on the unacknowledged, misunderstood and often overlooked. These discussions offer insights into the ways that identity, power and culture interrelate and operate in institutional settings and how to shed light on the gendered nature of workplace harassment from a position that is often silenced. Here, feelings of powerlessness, critical reflexivity, and scholarly reflection were used to interrogate construction of institutionalised norms and examine how language, subjectivity, and power-relations impact on gender.
This session resonated very strongly with SIG members as it honours the insider’s perspective of the social complexities and challenges many women face in institutional workplaces.
It was certainly very moving – and left us all with much to consider – individually and collectively.
New Materialisms Reading/Discussion
For this meeting we had a mix of 3 stimuli.
First was a Taylor & Ivinson’s (2013) editorial for a journal special which was quoted from in the May meeting and flagged for the SIG to follow up. We also had a reading by Gamble, Hanan & Nail (2019) from the last meeting that helps trace the NM origins, epistemological developments and contested space. Lastly, we used a 30 min YouTube video of Iris van de Turin in which she discusses diffractive reading and asks questions about the spatiotemporality of diffractive reading: where and when does diffraction happen in reading processes?
We used the readings and our own knowledge and experiences to explore our central question of: ‘What lines of flight emerge for you?’
We used this key question to pick at the seams of NM and how we can engage with, and apply, New Materialist methodologies. Here is a sneak peak at some of our machinations.
Taylor & Ivinson Reading NotesGamble, Hanan & Niall Reading Notesvan der Tuin Reading Notes
Session resources
Editorial: Taylor, C. A., & Ivinson, G. (2013). Material feminisms: New directions for education. Gender and education 25(6), 995-670.
Reading: Gamble, C. N., Hanan, J. S., & Nail, T. (2019). What Is New Materialism?. Angelaki, 24(6), 111-134.
Youtube Video: Iris van der Tuin – Reading diffractive reading: were and when does diffraction happen?
