Lately, I’ve been craving extra time and space to explore New Materialist more generatively, At uni, the time is limited and often, more senior academics take-over theory session. .. and the HDRers still left with answers.
So instead of relying on supervisors, I decided to invite five trusted New Materialist and Posthumanist PhD friends for a day-long study group/workshop in my garden where we could all collaborate to create and share knowledge.
I planned the day so there was room for sharing, discussion, thinking, writing and activities -and also time to do some gardening! I had organized a full-day program (see below).
Each participant nominated an NM tropic to share/teach the group.
New Materialism is an umbrella term for a range of theoretical perspectives that share a re-turn focus on matter. Recently, feminist New Materialisms (fNM) has gained momentum due to a unique consideration for the agency of all matter. In fNM understandings, habitual human-centric ways of thinking, doing and being are disrupted as an ethico-onto-epistemological approach emerges.
FNM is exciting, complex and emerging – and a challenge for PGs. Because it is so difficult to understand, PGs often rely on supervisors and academics as ‘experts’ for ways to understand and apply fNM. This reliance bypasses autodidactic learning. But what might be possible if the formalities and associated materialities of this power structure were disrupted and reframed? Inspired by the fNM central ethical tenet of flattening power hierarchies within and across the Academy, I am hostingThe New Materialist’s Garden.
This research session is an independent, one-day, fNM theory/methodology ‘study group’ held in my garden. 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’.
The aim of this day is to see what insights and ‘wonder’ (McLure, 2012) might emerge when HDRs collaborate to share and reframe experiences of ‘thinking-doing-being’ fNM research and what it is to be ‘experts-becoming’.
I hope this experience will help/encourage/inspire (post)grads to trouble the ways they are ‘thinking-doing-being’ theory and who are ‘research experts’.
Expert ‘queering’ is a significant shift for PG and emerging researchers to contend with, but even more so as they transition beyond candidature.
Hopefully, such reframings will not only aid in their current research, but also enable more (post)grads to view themselves as ‘experts/researchers-becoming’ rather than ‘student/candidate-unchanging’.
My abstract for the upcoming Pedagogies in the Wild Conference has been accepted!
This is great news because I already have an abstract accepted for the international 2019 New Materialist Reconfigurations of Higher Education Conference(Dec 2-4th 2019) and this conference follows straight after (4-6th December) and is at the same place – the University of the Western Cape (Cape Town, South Africa).
I am working towards a research trifecta: 2 conferences and fieldwork in the one trip.
This conference is being affectionately referred to ‘the D & G conference’.
That is because it focuses on integrating the work of two highly influential scholars whose work is transdisciplinary and has had ‘epic consequence’ in many fields – Deleuze and Guattari. Gilles Deleuze is a philosopher and Felix Guattari is a psychoanalyst. Some their most influential works are: Anti-Oedipus, What Is Philosophy? and A Thousand Plateaus. They have written extensively together on an array of topics. In particular for my project, their work has been foundational in extending New Materialists understandings.
The Pedagogies in the Wild Conference 2019 is being run for the third time and is solely focused on unpacking, exploring and apply Deleuze-Guattarian thinking and approaches.
As many regular readers of this blog know, my research is complexified by interrogating various aspects of power relations – such as gender in/justice, post-colonialism, and what/who are academic/research/educational ‘experts’.
The session I will be presenting is based on a publication I currently writing with my amazingly brave PhD Supervisor Dr Sherilyn Lennon.
Title: Cycling-with-through-and-on the edge of the PhD supervisor-candidate relationship: A post-humanist bike ride to a different place.
Abstract: Traditionally, the PhD supervision relationship is predicated on a supervisor as expert – supervisee as learner/novice model of knowledge transmission. Most of the supervisory work is performed either on the university campus or via digital channels that allow the ‘expert’ to direct the conversation and establish the performance expectations for both candidate and supervisor. But what might be possible if the formalities and associated materialities of this power structure were to be disrupted and reframed?
This session presents insights that emerged when a PhD candidate and her Supervisor shared a bayside bicycle ride in Brisbane, Australia, to see what would happen. While the candidate was an expert
bike rider, her Supervisor was far less experienced and somewhat anxious about
her (st)ability. The bicycle ride was viewed as a
way of deliberately disrupting and displacing traditional notions around
academic performances, spaces of learning and who gets to navigate.
What emerged was surprising,
revealing and uncomfortable.
The bicycle ride enabled
encounters with/in the world/self that worked to queer the way in which both
Supervisor and candidate understood their relationship. We contend that the
candidate/supervisor relationship is an iterative and dynamic entanglement of
forces wherein subjectivities, bodily performances, past experiences, fears,
technologies, planned and unplanned encounters are forever and always
entangled.
Influenced by Baradian philosophy,
this session focuses on the material-discursive-affective phenomena that
emerged as the experience of riding-with the candidate/supervisor. In this way “systems of entrapment that manifest power relations in the academy” and “instigate codes of conduct and…exclusionary practices that can limit how academic knowledges…are produced” (Charteris et al., 2019, p. 2) are able to be troubled, re-thought and re-balanced.
My PhD Supervisor Dr Sherilyn Lennon and I on our bike ride. Sat. 22nd June, 2019.
What is Pedagogies in the Wild Conference 2019?
Here is more about the conference: The recent #Rhodesmustfall and #feesmustfall protests have set South African higher education on a new course towards transformation, focusing on equitable access to higher education, Africanisation and decolonisation.
Similar movements have reverberated across the globe,
addressing issues of neoliberalism, for example in Canada, the UK, the
Netherlands and Chile; racism, as in Ghana and the US; and curfews on women
students in India.
This has raised important questions regarding knowledge
production; continuing structural racism, patriarchy, homophobia and
transphobia; the use and value of western theorists in research and curricula;
and who gains epistemological and physical access to higher education.
On the other hand, we have seen many productive junctures
between pedagogy, education studies and the philosophy of Deleuze and Guattari.
In particular, there has been a focus on cartography, schizoanalysis, corporeal
theorising, rhizomatic learning and nomadic thought in socially just
pedagogical praxis.
These junctures and innovative genealogies and
methodologies can both address these issues and be further improved and made
more precise by engagements with what it means to transform and reconfigure
pedagogies and practices in higher education.
Image: Pedagogies in the Wild 2019
My Conference Stream – Topic 2. Spaces, Spatiality and Unschooling
Topic 2. Spaces, Spatiality and Unschooling: Places of/and/un/Learning in Higher Education
How can we challenge assumptions
such as ‘knowledge belongs to experts’ in favour of
materialist/experimental/experiential collaborations in teaching and learning?
Expanded Conference Topic 2
Higher education spaces are usually considered in relation
to how they optimise student learning and, increasingly, how they optimise
marketing potential to attract new students.
In addition, meanings of ‘space’, ‘place’, ‘environment’ and
‘context’ are often elided, and it is taken for granted that learning happens
in classrooms, seminar rooms and lecture halls.
Such discourses take space for granted as a neutral background
on which human endeavour is located.
Unschooling (in a meta sense rather than the narrow sense of
homeschooling) resists this kind of pedagogy in favour of building real
communities and replacing dry, nationalist agendas with different kinds of training
programs, learning opportunities and methodologies, apprenticeships,
internships and mentorships.
Unschooling thus represents a material politics aimed at
genuine social freedom and enjoyable learning. Normative ways of understanding
space and schooling are challenged by Deleuze-Guattarian understandings which,
instead, conceptualise space as an entangled ‘constellation of human–nonhuman
agencies, forces and events’ (Taylor, 2013: 688) within which objects, bodies
and things do surprising and important if often unnoticed and mundane work as
material agents and actants.
Theoretically, such work draws on and takes forward the rich
traditions of feminist and postmodernist understandings of space developed by
Doreen Massey, Henri Lefebvre, and Deleuze and Guattari’s philosophy of space and
striation.
This theme therefore wishes to open up debates about higher
education spaces by considering questions such as:
What is the role of architecture, design and infrastructure in higher education?
How might the materialities of higher education spaces and places be conceptualised via inter-, multi- and post-disciplinary frameworks?
How can we take account of the importance of places of informal learning?
How does the iterative materialisation of space-time-matter come to matter in higher education spaces?
How is higher education being spatially reconfigured in relation to global flows of bodies?
Which/ whose bodies matter in higher education spaces?
What new spatial imaginaries are needed for higher education to thrive?
How can feminist new materialisms in its overlaps and divergences with Deleuze-Guattarian philosophy aid us to produce new understandings of space-place-matter entanglements in higher education?
How can we challenge assumptions such as ‘knowledge belongs to experts’ in favour of materialist/experimental/experiential collaborations in teaching and learning?
What kinds of material and affective potential does unschooling offer us for thinking about curriculum development in Higher Education.
The theoretical framing I am using for my bicycle-education PhD is feminist New Materialisms (fNM). Actually, it is more than just a philosophical perspective and as a doctoral researcher, I have to understand this ethico-onto-epistemological approach super well in order to apply it to my PhD.
I am lucky that my supervisor Dr Sherilyn Lennon is already immersed in this field and has been an invaluable resource and guide in unpacking FNM complexities.
In a recent meeting, I said to Sherilyn that I wanted/needed more time to process and experiment with fNM approaches. I asked her if there was any academic Special Interest Groups (SIG) she knew that I could join. She had been part of an informal fNM SIG previously, but it had disbanded due to lack of official support. So, the opportunity and need was there to establish an official fNM reading/discussion group at Griffith Uni.
Success! We now have an official FNM SIG at Griffith!
We plan to start
with a monthly reading and discussion group and then see what organically
happens as opportunities present and requests are made.
Our first meeting was on Thursday 1st August 2019 and we had 12 attendees.
The first meeting
was semi-structured with the discussion focus being: The emergence of feminist
New Materialisms.
The two stimulus resources
were:
Reading: Pierre, E. S. (2014). A brief and personal history of post qualitative research: Toward “post inquiry”. Journal of curriculum theorizing, 30(2).
We started with a welcome and an introduction of attendees: name, connection to Uni and how we plugged into fNM – and an acknowledgment that ‘matter matters’ to set the scene.
We wanted to keep the discussion open to whatever came up, so we had three questions (traffic light ) for people to think about and write their answers down on coloured post-its. Teachers call this a ‘think, pair, share’ activity, which is great because everyone contributes individual ideas to the collective discussion.
Here are our traffic (green = enabling, yellow= interesting, red =constraining) light questions and responses.
Red responses
Orange responses
Green responses
‘Traffic light’ questions
Then we formed smaller groups to share and discuss
our answers – and whatever else bubbled up.
Each group discussed different aspects and ideas.
We put all the stick notes on the wall to create
a gallery walk so we could pass by and read other people’s thoughts and ideas.
It was a way to see what other groups discussed and it was super interesting to
see what other people were wrestling with.
Sherilyn pulled one idea off the wall for the whole group to discuss in more detail.
Dr Sherilyn Lennon
The time went so quick!
Sherilyn and I wanted the meeting to honour central fNM tenets – like being open to change and what emerges in a moment. I also really like the idea of not just discussing ideas, but also actively and collaboratively producing something original (gallery wall) that did not exist before.
It is very FNM to recognise and (re)produce matter that can only be created in that very particular ‘entangled’ moment made up of the room, ideas, bodies, histories, location, identities, artefacts, concepts and all the other processes and practices that made the meeting what it was.
The meeting was a great start and we got very positive feedback.
It will take a few meetings to get into the
groove, but I like having a semi-structured activity (with an collective production)
that can then opened up and modified as the groups see fit.
We will be having one meeting each month for the rest of 2019 and I am very much looking forward to it!
A massive big thank you to all the participants and to GIER for their support.
Over the past 20 years, New Materialism has become an umbrella term used to represent a range of theoretical perspectives that share the re-turn to a focus on matter. It is an emerging theoretical field that encompasses four main streams: Speculative Realism, Object-oriented ontology (OOO), Actor-Network Theory (ANT) and feminist New Materialisms (fNM).
In the last 15 years in particular, fNM have gained considerable attention as a consequence of a unique approach to considering the agency of all matter. In using such understandings habitual human-centric ways of thinking, doing and being are disrupted as an ethico-onto-epistemological approach emerges. This approach is capable of bringing together multiple disciplines as it redistributes agency through material, discursive and affective forces.
European Universities (in particular Utrecht Uni which has a New Materialism Research Centre) have enthusiastically adopted fNM and are currently the most active researchers in the field. While Australia has a growing pool of fNM scholars, a similar uptake is yet to be seen here. This is surprising considering that the movement has been primarily driven by a number of internationally-celebrated Australian feminist scholars including Rosi Braidotti, Elizabeth Grosz, Claire Colebrook, Vicki Kirby, Bronwyn Davies and Jane Kenway.
As an emerging methodology, fNM is being taken prominently in the field of educational research. Those working in this field are contributing significant insights while laying the foundations for a profound shift in the way we come to understand educational issues, teacher education, and professional and educational practice-based learning.
At Griffith, we have a number of academics working with ANT, but few engaging with fNM. My supervisor, Dr Sherilyn Lennon, is publishing in this space and I am using feminist New Materialist thinking in my PhD. Given the excitement and emerging nature of this way of thinking, a fNM SIG at Griffith University provides an opportunity to directly engage in the discussion and lead a feminist New Materialist Research Group that will brings together PhD Candidates, academics from Griffith and other institutions, scholars and interested parties to more deeply, critically, creatively and actively engage with fNM. The field of FNM is still being chartered. This makes it an emergent and dynamic space in which to be researching.
The aim of this fNM SIG is to:
To build a vibrant and productive community of FNM researchers and professionals who cross-pollinate ideas while growing new research projects
To participate and contribute in this emergent theoretical field
To bring together researchers with trans-disciplinary and cross-institutional knowledge as a means of creating hybrid rigour
To support GU HDR candidates who are using FNM thinking
To grow research, researchers and research practices and networks
Establish Griffith/GIER as active in the FNM space
Leverage and extend Australian feminist scholarship
I am delighted to share this story. As well as being an incredibly inspirational story and testament to Dinesh Palipana’s unique fortitude and character, this story showcases some of the pioneering work that my university is doing. …And it is totally bike related! I’ve been working at Griffith for over 5 years now. I am continually impressed with the reach, impact and significant contributions Griffith makes to improve society. Last year, I posted about Griffith design graduate and PhD candidateJames Novak’s global award-winning world’s first 3D printed bicycle – also unreal!! This story is about how Dinesh and his team turned an accident he had during his PhD into a scientific-bike research breakthrough. This article was originally published by Griffith News earlier this year. Here it is in full. Enjoy! NG.
Griffith medical graduate and Gold
Coast University Hospital junior doctor Dinesh Palipana thinks about
walking a lot, since a car accident left him a quadriplegic part-way through
his medicine degree.
Now he’s thinking about pushing the pedals of a
specially-adapted recline bike, and thanks to electronic muscle stimulation,
he’s actually moving, in what is the first step towards a world-first
integrated neuro-musculoskeletal rehabilitation program, being developed at the
Gold
Coast Health and Knowledge Precinct (GCHKP).
Griffith biomechanical scientists and engineers Professor
David Lloyd, Dr Claudio Pizzolato and his team, together with Dinesh as
both researcher and patient, are aiming to use their ground-breaking 3D
computer-simulated biomechanical model, connected to an electroencephalogram
(EEG) to capture Dinesh’s brainwaves, to stimulate movement, and eventually
recovery.
Thinking about riding a bike
“The idea is that a spinal injury or neurological patient
can think about riding the bike. This generates neural patterns, and the
biomechanical model sits in the middle to generate control of the patient’s
personalised muscle activation patterns. These are then personalised to the
patient, so that they can then electrically stimulate the muscles to make the
patient and bike move,” says Professor Lloyd who is also from Griffith’s Menzies
Health Institute Queensland.
“It’s all in real-time, with the model adjusting the amount
of stimulation required as the patient starts to recover.
“We’re in the early stages of research and we’re having to
improvise with our equipment, however we know we have shown our real-time
personalised model works, basically like a digital twin of the patient.”
Dr
Palipana is excited to be part of such novel research in his own backyard.
“I
have a selfish and vested interest in spinal cord injury research and I’m
completely happy to be the guinea pig,” Dr Palipana says.
“We’ve
had equipment for many years where people passively exercise using stationary
bikes, and stationary methods where people get on and the equipment moves their
legs for them. The problem is you really need some stimulation from the brain.
“As
the years go by we’re starting to realise that the whole nervous system is very
plastic and it has to be trained, so actually thinking about moving the bike or
doing an activity stimulates the spinal cord from the top down and that creates
change.”
This
top down, bottom up approach is novel, with the model effectively providing a
substitute connection between the limbs and the brain where it was previously
broken when the spinal cord was injured.
The
neuro-rehabilitation research will dovetail with exciting research by Griffith
biomedical scientist, Associate Professor James St John, who has had promising
results for his biological treatment using olfactory (nasal) cells, to create
nerve bridges to regenerate damaged spinal cords.
Establishing new neural pathways
“You use the modelling to recreate the connection, and over
time, with the science of Associate Professor James St John, you establish new
neural pathways. So over time patients will be less dependent on the model to
control the bike movement and it will move back to their own control, with
their regenerating spinal cord and their reprogrammed neural pathways,” says
Professor Lloyd.
Associate Professor James St John hopes to move into human
clinical trials in the GCHKP within the next 2-3 years, and in parallel
Professor Lloyd and his team hope to refine their rehab testing with Dinesh,
and develop the technology with leading global companies in exoskeleton design.
These companies, could in turn, be attracted into the 200-hectare GCHKP.
“In ten years we want to be a one-stop shop for spinal cord
injury and complex neurological patients,” Professor Lloyd says.
“I’m just really lucky to be well-positioned here where
it’s all happening and I want to be involved as much as possible as a doctor
and a potential scientist,” says Dr Palipana.
“It’s my university, my hospital, my city – it’s just
really nice to be a part of that.”
I got an email yesterday saying that my abstract submission for the 10th Annual New Materialisms Conference of Reconfiguring Higher Education has been accepted!
Woohoo!
This conference will be held at University of the Western Cape (Cape Town, South Africa) from 2-4 December 2019.
This is great news!
I have been working furiously on my Ethics Submission. Ethics continues to be an epic mission because of the international fieldwork aspect where I will be bike riding with locals (the Ethics board want Risk Assessments, Ethics for me, the project and the locals). This means an added level of evaluation, justification and paperwork, more so than if I just had local Brisbane participants. But I am up for the challenge!
So for this event, aside from the opportunity to participate in an international theory/practice conference, I am also engineering this trip to work in with my fieldwork.
I am very excited! There are a few big NM names also presenting, including:
Conference Streams
There are 6 conference streams this year. They are:
New materialities, decolonialities, indigenous knowledges
Slow scholarship
Arts-based pedagogies/research in HE
Neurotypicality, the undercommons and HE
New materialist reconfigurings of methodology in HE
Political ethics of care, the politics of affect, and socially just pedagogies
Image: Macro Morocco
My Abstract
Title: An athlete-teacher-researcher mountain bike race (re)turned: entangled becoming-riding-with
In this paper, I share how engaging with new materialist approaches have enabled me to think deeply and disruptively about my unfolding athlete-teacher-researcher performativities and methodology. Using as a starting point a ‘moment of rupture’ (Lennon, 2017) during a popular female-only mountain bike race, I problematize how representation, subjectivity and embodiment matters in my research with respect to my own athlete-teacher-researcher-becoming entanglements. In doing this, I draw on Wanda Pillow’s (2003) concept of ‘reflexivities of discomfort’ and Karen Barad’s (2014) diffractive ‘cut together-apart’ to reframe critical becoming-riding-with moments in alternative ways. In doing so, I delve into some messy and destabilizing ways of becoming-to-know and knowing as I continue to experiment with foregrounding the agential force of bicycles within my research unfolding.
Image: Pxhere
Conference Info.
Taken from the official conference website: Annual New Materialisms Conferences have been organised since 2009 by an international group of scholars who received the EU’s H2020 funding from 2014–18.
The conferences are meant to develop, discuss and communicate new materialisms’ conceptual and methodological innovations, and to stimulate discussion among new materialist scholars and students about themes and phenomena that are dear to the hosting local research community as well as interdisciplinary new materialist scholarship.
After having visited many cities across Europe, as well as Melbourne (Australia), the conference will come to Cape Town (South Africa) in 2019 in order to discuss the dynamic higher education landscape that we find ourselves in today. The recent #Rhodesmustfall and #feesmustfall protests have, in particular, set South African higher education on a new course towards transformation, focusing on equitable access to higher education, Africanisation and decolonisation.
This has raised important questions regarding knowledge production beyond the South African context, particularly in relation to the use and value of western theorists in local research and curricula, as well as who gains epistemological and physical access to higher education.
On the other hand, we have seen many productive junctures between pedagogy and the new materialisms, including the use of Deleuze and Guattari in education studies. In particular, there has been a focus on cartography, schizoanalysis, corporeal theorising, rhizomatic learning and nomadic thought in socially just pedagogical praxis.
These junctures and innovative genealogies and methodologies can both address as well as be further improved and made more precise by engagements with transformation toward accessible, Africanised and decolonised curricula, and research agendas and practices.
It seems fitting, then, that the 3rd South African Deleuze and Guattari Studies Conferencewill be held directly after the 10th Annual New Materialisms Conference as we grapple, together, towards new ways of being and seeing in relation to higher education.
Welcome back to this third post in a series of four taken from Dr Jennifer Bonham’s Bicycle Politics Review Essay IDEAS IN MOTION: ON THE BIKE. In the first post, Dr Bonham provided the background and context for the three bicycle politics books she reviews. The second post reviewed the book ‘Pedal Power: The quiet rise of the bicycle in American public life’. In this post, she reviews Zack Furness’s ‘One Less Car: Bicycling and the Politics of Automobility’. This book is a personal favourite of mine. I have a copy on my desk and I love that this book is a reiteration of Furness’s PhD Dissertation. It was also the first time I saw the term BIKETIVISM. Books like this one keep me motivated in my own community bicycle PhD research. If you get a chance, read this book. It is comprehensive, thought-provoking, full of interesting bike facts and is incredibly well-researched. A must read for any cyclist! Thanks again to Dr Bonham. Enjoy! NG.
Furness, Z. (2010). One less car: Bicycling and the politics of automobility. Philadelphia, PA: Temple University Press.
Less Cars
Zack Furness is an assistant professor in cultural studies at Columbia College, Chicago. His book One Less Car: Bicycling and the Politics of Automobility is a revised version of his Ph.D. dissertation and it is impressive in its scope and detail. Furness carves out a place for cycling both in the formation of automobility, which he locates in the late nineteenth century, and as a point of resistance to it. The bicycle, he argues, played a central role in a series of cultural transformations in “mobility, technology, and space” (16). These transformations included the construction of a “mobile subjectivity,” the development of a meaning system around personal transportation and the disciplining of bodies and environment to long-distance, independent mobility (17).
These transformations, according to Furness, were key components in the new “system of automobility.”9 Following from this, the automobile did not initiate cultural transformations; rather, the automobile itself “made sense” because these transformations had already taken place. Furness acknowledges cycling was not alone in bringing about some of these changes but he regards it as a proto-type of automoblity so that “automobiles provided an almost logical solution to the culture of mobility forged by cyclists and the bicycle industry” (45).
Having argued that cycling played a key role in the formation of automobility, the substantive chapters of One Less Car operate as point and counterpoint to the automobile norm. In Chapter Three, Furness discusses the early twentieth century growth in automobile ownership, legislative changes regarding conduct on the streets, and the modification of public space to facilitate motor vehicle movement. These changes are explained in terms of the automobile-industrial complex, which facilitated production and consumption on a massive scale. The discussion then turns to cycling as a point of resistance to this complex. Furness locates the emergence of U.S. cycle activism in the 1960s/1970s and places cycling organizations, advocacy groups and activism at the centre of challenges to the automobile that run through to the present day. Like Wray, he explores the role of different political actors and actions in creating alternative mobility cultures, illustrating the case with a detailed and multi-layered account of Critical Mass.10
Moving to contemporary society, Furness is particularly concerned with the mechanisms by which cycling is devalued in relation to the automobile and focuses on specific cultural products—film, television shows, road- safety pedagogy and news reporting—for the way they have created and maintained automobile norms. Bike riding characters in films such as Pee- wee’s Big Adventure and television shows like Get a Life infantilize and emasculate cyclists while road-safety “documentaries” effectively prepare child-bicyclists to become adult-motorists. In terms of news reporting, he argues, cycling has been represented favorably in times of crisis—the war effort and petrol rationing—but more recently power relations have been turned on their head as motorists are positioned as victims of the inept or elitist behavior of cyclists.
Image: Contra Texts
As a counterpoint to these negative representations, the remaining chapters offer thick descriptions of cycling sub-cultures in the U.S. These chapters are the real strength of One Less Car, offering insights into an aspect of U.S. cycling that, until recently, has been overlooked. They examine the linkages within specific sub-cultural groups between bicycling, environmentalism, community development and anti-consumption. These include the “Do it Yourself/Do It Ourselves” ethos of the punk musicians who have embraced bicycling, bike messengers and mutant bike clubs.
Furness also explores the important role of community bike projects within disadvantaged localities as they provide places for people to gather and access resources and knowledge that is usually unavailable. He examines the role that specific projects have played in supplying bikes to people within their own local communities and, with a more critical eye, the place of such projects in developing countries as they assist in creating alternative global networks.
Furness also examines the more problematic aspects of cycling sub-culture—the pervasive sexism of cycling in the U.S. and the assumptions that underpin bicycle projects in developing countries. Furness finishes the book with a brief review of the shift of bike manufacturing out of the U.S. to low-wage countries and contemplates the potential of the industry to once again provide employment in the U.S.
Furness attempts to place the bicycle at the centre of the analysis but, like Wray, he re-inscribes the bicycle/automobile dichotomy and despite paying careful attention to one set of cultural transformations he ignores others. Furness does not draw attention to the micro-political processes through which decisions about the material formation of cars and bikes have been (and continue to be) made. Nor does he relate the bicycle or the automobile to broader discussions in the late nineteenth century about the spatialization of activities and the development of cities, which included the urban industrial economy; urban efficiency, sub/urbanization and public health. Although Furness examines contestation within the various cultural transformations he describes, there is an air of finality in these transformations that offers little hope of change.
Finally, as Furness identifies bicycle activism as the key point of resistance to the automobile in the anti-freeway protests of the 1960s/1970s, he overlooks the efforts of local communities, built environment professionals, politicians, and academics in questioning freeway planning.
Image: behance.net
Notes
10. Critical Mass is a regularly staged bike ride in cities around the world that brings cyclists together in a blend of political statement and celebration of cyclists.
Dr Jennifer Bonham is a senior lecturer in the School of Social Sciences, University of Adelaide. She has a background in human geography specializing in urbanization and cultural practices of travel. Her research focuses on devalued mobilities as it explores the complex relationship between bodies, spaces, practices, and meanings of travel. Her current research explores the gendering of cycling. Jennifer’s work is informed by a concern for equitable and ecologically sustainable cities.
Contact details: School of Social Sciences, University of Adelaide, Adelaide 5005, Australia. jennifer.bonham@adelaide.edu.au
This excerpt is from: Bonham, J. (2011). Bicycle politics: Review Essay. Transfers, 1(1), 137. doi:10.3167/trans.2011.010110.
Images and hyperlinks included here are not part of the original publication.
At some stage in most postgrad programs, students will need to complete
an Annotated Bibliography.
The style, format, content and purpose of an annotated bibliography differs depending on intent, discipline, timing and approach.
I completed an Ann Bib of 15 key feminist New Materialism articles when I reframed my PhD theoretical framework.
It was a very valuable exercise. Not only did it require me to be judicious in selecting the articles, I put to work a different set of reading skills, applied critical appraisal to each, achieved a deep learning about the topic, and it formed to guts of my dissertation’s Theoretical Perspectives (Chapter 3).
Some of my Postgrad students have been asking about how to do an Annotated
Bibliography – so here are some ideas on how to approach it.
Image: Skidmore Library
What is an annotated bibliography?
Annotation
= notes (critical notes and evaluative comments)
Bibliography
= a list of readings/research sources
An annotated bibliography is a summary account of the available empirical
research and literature on a specific topic.
As well as a general outline of the research source, it also includes your
own concise analysis, reflections, critiques, evaluation or any other comments
and notes of each source as to how the source is linked/useful for your own research
project.
Devising an Annotated Bibliography
If you go online (academic websites and YouTube are a good place to
start) there is a plethora of information about on how to do an Annotated Bibliography.
One quick caveat regarding the information below.
There is no one way to do an annotated bibliography.
The following format is my own enmeshed format that suits my interest, needs and style. The content, length and focus for your purpose may differ – so be sure to do you own homework and experiment.
If you are doing an Anno Bib for a uni course – make sure you consult your supervisor, tutor or manager to see how/what elements best suit your project or what style they recommend.
I developed my own format based on three imputs: my own ideas/needs, some ideas gleamed from Prof Robert Talbert, and info from UNSW
1. My Enmeshed Annotated Bibliography
I wanted a longer format Anno Bib because I was reading complex theoretical and praxis articles in-depth.
I included a few additional elements: what type of article it is, how many times it has been cited, my own questions the article raised, interesting terms/concepts and vocab with the page number included for quick referencing if needed later.
Here are the elements in my Anno Bib.
Full APA Reference details
Article: This is a (style/type) article*. This article has been cited XXX times.
The context is …
The ‘big’ guiding question/s from this field this paper is addressing is …
The Lit Review background focuses …
The specific RQ of this article is …
The methods used…
The authors conclude/results are that ..
The strengths of this text is ..
However, the limitations are ..
The authors did/not answer the RQ they posed by… (optional)…
Some unique or helpful special features of this article were ..
Prof. Talbert uses a Get Things Done! (GTD) approach to reading research articles, which I find very productive, so I’ve gleamed a few ideas from his approach.
UNSW
recommends that contents of an annotated bibliography can contain all or part of these
elements (depending on the word limit and the content of the sources).
Provide the full bibliographic citation
Indicate the background of the author(s)
Indicate the content or scope of the text
Outline the main argument
Indicate the intended audience
Identify the research methods (if applicable)
Identify any conclusions made by the author/s
Discuss the reliability of the text
Highlight any special features of the text that were unique or helpful (charts, graphs etc.)
Discuss the relevance or usefulness of the text for your research
Point out in what way the text relates to themes or concepts in your course
State the strengths and limitations of the text
Present your view or reaction to the text
This is a
comprehensive approach to critically reading literature. I like the idea of
including the background of the author – which is good for tracing a concept’s genealogy
or the development of a prominent author’s argument.
Here’s a
UNSW example of an Anno Bib, but for postgrad or PhD purposes, this is far too simplistic,
but you can see the general idea/format.
There are as many ways to do an annotated bibliography
as there are students. Have an explore online to see what elements you need to
include – and be sure to talk others (especially a supervisor or tutor) on other
recommended formats.
Undertaking and annotated bibliography is a very worthwhile
activity to get to know a topic in detail – and it is a very necessary and
sought-after advanced academic skill.
Best of luck if you are conducting an annotated bibliography!
This means that after three years of doing my PhD part-time, as of January 1st 2019, I’m going full time for the next two years and paid a stipend to complete my research!
Awesome!!
The scholarship means that I can take a step back from teaching so much and focus solely on completing my PhD and publishing a few journal articles.
I put the CSSS application in about two months ago. I worked hard on it and did the right thing by seeking advice from a couple of academics on how to boost my chances. I made edits and changes as needed and then submitted it with fingers crossed knowing because the CSSS is quite competitive.
Image: Ramzi Hachicho
Getting the call
I was in a shopping center at an Apple store when I got the call. I was putting my laptop for service and sitting at the customer desk with all the other customers. My help I have just gone up the back for a couple minutes so I took the call when my phone rang. It was GGRS letting me know that my scholarship application was successful. What a great call to get!
After I
hung up the phone I couldn’t help myself.
I turned around to face the store, and no one in particular, and called out excitedly to anyone who cared to hear:
“I just won a super competitive scholarship which means I’ll be paid to complete my PhD research for the next two years!”
The store erupted into unified joyous
celebration of clapping and cheering and people’s congratulations.
The couple next to me was smiling broadly and the woman said:
Can I give you a hug? It sounds like a hug-worthy event.
Hells yeah, said I! It was a lovely hug and a very memorable moment.
Three years
into my PhD and I know how important it is for motivation and progress to celebrate
milestones and achievements.
And this is certainly one to celebrate.
Image: Griffith University
So what is the CSSS?
Griffith
University offers a limited number of merit-based scholarships are available to
continuing HDR candidates who have successfully confirmed their candidature and
are progressing well with their research. The Continuing Student Scholarship
Scheme is designed to provide financial support to outstanding HDR candidates,
with the purpose of accelerating progress to thesis submission.
My
application entailed two steps.
I had to submit an Expression of Interest (EOI)
outlining my academic basis for scholarship eligibility (i.e. qualifications,
publications etc.), confirming I meet all other eligibility criteria, and
provide a referee report from my current principal supervisor.
Once the EOI was assessed by the HDR Convenor,
you can then submit an application.
I had discussed with Dr Christine McDonald (our
much respected HDR Convenor) that I was going for this scholarship. She was
fully supportive. She gave me some excellent advice on some extra bits to
include in the EOI and application and went into bat for me during the
moderation meeting where they ranked and argued over which applications the
committee was going to award scholarships to. I have no doubt that my
application success had a large part to do with her input. Thanks so much
Christine!
The application was quite intense. I had to put
together:
a covering letter
a Continuing Student Scholarship Scheme application form
a referee report from your current principal supervisor
an updated research outline and completion plan
an updated CV
evidence of research publications or other research outputs (achieved since original application).
The whole application took far longer than I excepted. But of course, it was well worth the effort. Not only did I get clarity around my PhD progress, but the end result was well worth the initial effort outlaid.
I am super excited about going full-time and super motivated to make the most of this opportunity.
Today I read Paulus Maringka’s Greencycle Masters Thesis.
Paulus undertook this research with Auckland University of Technology in 2010. I found this manuscript online and was initially drawn to read it as this bicycle-inspired community development project had a number of cross-over themes with my own current PhD research project.
This thesis was a pleasure to
read. It was clearly written, on-topic and full of interesting images to help
break up blocks of text.
It was great to see a new approach to many of the issues I can currently researching, like bicycle use in developing countries, local adaptations and resources, impacts of cultural needs and contexts, and how users personalise their bicycles.
Equally, reading the chapters on
the technical design and development phases was also interesting as this project
centres on a product creation and intervention, whereas mine does not.
Below is Maringka’s thesis’ abstract, thesis organisation and some of the key images from the thesis, which gives a solid overview of the project without having to read it in its entirety.
This Greencycle project applies a
system approach to shift design thinking and practices away from the ongoing
unsustainable use of resources towards a more sustainable framework of
consumption whereby local cultures, skills, resources and technology are
analyzed to inform the design and development of a human powered transportation
system.
It uses a trans-disciplinary
research and design approach by consulting all stakeholders; including farmers
in a Third World country, industrial designers, engineers and manufacturers to
provide information, understanding and insights as a basis to find solutions
that have enabled this research study to produce a system called Greencycle
which utilizes renewable materials and indigenous people skills to produce a
bicycle that is more sustainable.
The bicycle provides more than
basic transportation to go from A to B. Poor countries need and depend on this
mode of transportation for a wide range of uses; thus expanding its function
and uses would be of great benefit to its users.
This research study has created a
series of accessories to extend a bicycle’s functionality, with the core being
made from sustainable materials and local skills. For this project it would
have been a simple process for the designer to come up with a concept idea(s)
that was based on a personal view of what would be a suitable solution for the
target user.
Instead however, the designer has
used feedback from the target group participants to shape and develop the
design process and to ensure the design will be acceptable for the target user
to use and manufacture.
This research study has included four expert interviews, eleven case studies of target users, prototype testing and field experiments with sustainable resources to gather information, understanding and insights from these stakeholders in order to propose, design and evaluate two Greencycles (using sustainable bamboo material) and a series of design accessories.
This multi-discipline approach to the design problem has revealed many opportunities that would otherwise be hidden by less detailed research and design methodology. Many academic studies stop at the point when the written thesis is complete.
This research study has included four expert interviews, eleven case studies of target users, prototype testing and field experiments with sustainable resources to gather information, understanding and insights from these stakeholders in order to propose, design and evaluate two Greencycles (using sustainable bamboo material) and a series of design accessories. This multi-discipline approach to the design problem has revealed many opportunities that would otherwise be hidden by less detailed research and design methodology. Many academic studies stop at the point when the written thesis is complete.
This research project went a step
further by testing and implementing its findings on users back in its intended
marketplace to ensure the design will be adopted by and be successful for
people in Third World countries.
As a result of this research,
there is now an opportunity to look at and create a business model that
provides new income opportunities for the local people.
Feedback for the Greencycle design and its accessories has so far been very encouraging, with participants showing a significant level of enthusiasm. To take advantage of this success, a business proposition to market these sustainable products seems plausible as a first step to developing this business venture. Information posters to showcase the accessories and their functions and applications have been designed to test market demands and other important indicators for future business development and strategy.
Thesis Organisation
Chapter 1: Introduction
Introduces and scopes the areas of research and need for functional, usable and sustainable human powered machines.
Chapter 2: Literature Review
Provides critical analysis through literature review and
internet ethnography to gain an understanding and knowledge of bicycle
functionality and bicycle users in Third World countries. This chapter also
reviews literature and provides a study background on Bicycle Ergonomics, Green
Materials and Sustainability.
Chapter 3: Research Design &
Research Methods
Outlines the research design and design methods approach
to the design generation and development of the Greencycle and accessories.
Chapter 4: Significant Findings
Presents the significant findings and the major
discoveries that formed the design criteria of the Greencycle and accessories.
Chapter 5: Design &
Development Phases
Details the design phases and iterative processes in the
development phases of the Greencycle and the accessories.
Chapter 6: Evaluation
Details the evaluation outcomes of an integrated approach
for the concept design thinking of the Greencycle and accessories, including
materials and manufacturing processes.
Chapter 6: Discussion &
Conclusion
The Discussion and Conclusion provides a reflection on what has been achieved and the future of the Greencycle and the accessories.
Abstract, chapter organization & images: Paulus Maringka (2010)Greencycle .
Many of us would love to undertake a month-long challenge.
But work, family and hobby demands often get in the way.
Two days ago, I came across the National Novel Writing Month or NaNoWriMo.
In this event, I saw an opportunity to adopt certain principles of NaNoWriMo to use in an academic context that would not detract time and energy away from my current work/research demands – but would, in fact, be a productivity kick-starter!
Source: NaNoWriMo
What is
NaNoWriMo?
National Novel Writing Month (NaNoWriMo) happens every year, It is an Internet-based creative writing challenge to write a 50,000-word novel from 1st to the 30th of November.
The National Novel Writing Month website started this challenge in July 1999 with only 21 participants. In 2010, 200,000 people wrote 2.8 billion words and in 2015, 430,000 participants completed 50,000 manuscripts.
This is a great challenge to get inspired, build a regular writing routine, overcome writing anxiety and writer’s block, and also be part of a highly active online community.
Source: Jeff Schwisow
Using NaNoWriMo for
academic writing
During NaNoWriMo, it is the length of the draft, not the quality that is the main goal. Editing and polishing the document comes later.
Producing writing is a constant pressure for academics and PhD candidates.
Essentially PhDers are assessed on their writing output. PhDers are required to, at a minimum, produce an 80,000-120,000-word high-quality dissertation and at least one peer-review journal article in order to fulfil their candidature. Having additional publications, conference proceeding and other written documentation are also expected.
That is one of the reasons I started this blog – to force myself to write
regularly.
I love the idea of a writing challenge. I have not been producing as much writing as I did when I first started my research and my usually productive writing routine has slipped.
Although NaNoWriMo is a novel writing challenge, I am going to use it as an opportunity to apply some of its principles to jumpstart my academic writing productivity.
Many NaNoWriMo ideas are transferable to an academic writing challenge.
So I went on an online binge to glean some of the most useful NaNoWriMo approaches.
As an R &D homage to the original NaNoWriMo, I’ve called my initial checklist (below) NiAcaWriMo– or Nina’s Academic Writing Month.
Here’s what I came up with….
Source: WCUK
NiAcaWriMo
Have all equipment and materials prepared.
This includes working tools like the keyboard, monitors, laptop/desktop, notebooks and any other paraphernalia needed. Delete Netflix or any other distractions. For me, this also meant setting up a dual monitor stand-up desk and putting my laptop in for a service and updating the operating system and all software.
Spring clean and organise your workspace.
To create productive energy and focus, declutter and spring clean your workspace. Clear out any distractions, tidy up or better yet, remove as much as you can out of your workspace to make it a lean and clean studious area. Dust off screens and keyboards, and wipe down any surfaces, IT cords and equipment as recognition that this space is open to new and fresh ideas. Commit to keeping the space clear by not allowing others to put anything in your workspace, clearing your desk at the end of each day and only keeping the basic work materials needed on your desk.
Prepare a soundtrack.
Some people listen to music while working, others prefer silence. Either way, know what kind of soundscape is most productive for you. When I work in an open office, I use ear plugs as well as high-performance ear muffs (a technique I use on public transport as well) if I want quiet and little sound. Or I use headphones with my own soundscape. I have had great success with alpha, beta and gamma binaural beats, which I used to complete a 17,000 minor thesis in four days. Another option is classical or instrumental music with no lyrics. Or have background music in a different language so your brain is not subconsciously engaged with the lyrics, but focused on your written language. For this technique, I’d recommend the French R & B duo Les Nubians album Princesses Nubiennes. Other creatives swear by having the same song on constant repeat which helps to create a consistent and familiar flow state. Find what works best for you.
Tell others about your challenge.
This means getting your significant other/s, family, work colleagues and
friends on board with what you are doing. This will save a lot of misunderstanding
and issues in the future and people will be a lot more understanding and
supportive. If you are upfront with your purpose and time frame, then measures
can be taken to organise and negate possible future complications such as invitations
and drop-in visits and even further to include things such as house cleaning
and grocery shopping.
Protect your focus
For one whole month, you need to make your writing challenge top priority – and this protecting your focus. This step requires you to know what you need to do your best work, what time of day you are most productive and that you put into place strategies to minimise interruptions and stay productive. This can include setting a schedule or a daily timetable. Or read some key literature that is not only inspiring, but is at a standard you wish to achieve. For academic writing, I like to have 3 journal articles that are my gold standard – two by my favourite author in my research field and another on a different topic whose style, expression and vocabulary I really enjoy reading. Another way to protect your focus might is to set your phone to silent and leave it in another room for your sessions. Or use an app to help your focus and build self-control, or a productivity app that helps avoid distractions, like Cold Turkey, which I recommend to postgrad students.
Prepare body and mind
We all know looking after the body and mind is important during intense work bursts, but the challenge is to make it a priority in order to sustain productivity. This includes eating well, being hydrated, taking regular screen breaks, doing regular exercise (until sweaty), getting adequate sleep and generally looking after your overall well-being. Build these elements into your daily schedule to ensure you protect your focus and keep yourself working at the optimal level. Have a look at A Year of Productivityfor other strategies to help prepare the body and mind.
Other NiAcaWriMo considerations
Once prepared, you then need to put it all into action.
This is an area I am still refining. So below is an outline of some tactics I’ve found to be incredibly helpful in consistently producing written work.
Morning Routine: I have had great success using a priming morning routine that I have adapted and personalised over the last three years.
iThinkwell. Over the last two years, I have attended two iThinkwell workshops: Turbocharge your writing and Seven habits of highly successful research students. I still some of the strategies from these workshops. If you get to one of these sessions, get your library to order the companion books which cover the same material so you can still get ahead.
Prepare the next day the night before. One key technique is starting a new day fresh and proactive, is to prepare what you are going to do the next day before you leave your desk the night before. IdentifyingThe Next Thing is a quick and easy way to get a new productive day started without wasting any valuable energy or focus on planning the day, you just get on and do it. Some writers like to leave a question as a stimulus for the next days’ writing session, or dot points that need expanding on, others leave notes to complete, or end the previous day mid-sentence so there is an idea to complete the next day and continue on.
Have a daily goal. I have a PhD friend who has a daily goal of writing 250 words a day. Another academic I know has committed one hour every day for the last five years to writing. Whether it is time, words count, tasks or any other goal, having a clear daily goal is a good way to set the intention for the day, track progress and establish milestones of achievement.
50,0000 words in a 30-day month equals 1,667 words per day.
Take each day separately. Keep in mind that progress is based on day-to-day productivity. Set-backs are inevitable. Don’t be too hard on yourself and be realistic. There will be blow-outs, mess-ups, crappy days and interruptions – this is part of life and work. If you struggle one day, reset and try again the next, but don’t try and catch-up as this adds extra stress. Take each day as a stoned alone session and accept that there will be ‘good days’ and ‘bad days’.
Know what a ‘good day’ looks like. How do you define ‘a good day’ of work? What does it look like? Is it producing a 500-word outline? Or writing 1,500 original new words? Reading a journal article? Having this clarification means that you know when you have achieved it. If this is not clear, you are at risk of ending each day feeling like you have not achieved your goal and could have done more, no matter how much your produce.
Garbage in, garbage out. Be mindful and actively manage what you allow yourself to be exposed to. This includes TV, social media, movies and the news – and also people. Remember the quality of your output is determined by the quality of the input. Read quality literature, reduce media exposure, unplug and read more engaging books.
Acknowledge milestones and reward. As you progress with writing, acknowledge micro-successes and milestones achieved. Having small rewards helps track activity, recognise breakthroughs, monitor improvements and boost motivation.
Writing is not editing. Writing and editing are two different skills, yet many people edit as they write and this can hamper progress and flow. For NaNoWriMo, participants are writing a 50,000-word draft. There is no editing at this stage and this a good idea to keep in mind. Many people get distracted while writing by fact-checking, looking up a definition, searching for a ‘better word’ or stopping to insert an accurate reference as they write. Doing these during the writing phrase inhibits ‘writing flow’ and focus. So the aim is to get ideas in writing down on without stopping to edit.
I use the write fast, edit slow – and theread a bit, write a bit, edit a bit adage to instil the distinction and importance of doing each of these tasks regularly. Another way to achieve the writer’s flow state as advocated by Blindboy is to write with fire, edit with ice.
Source: Jeff Bullas
Next steps
I only
found out about NaNoWriMo this
week, so it was too late to participate this year.
But it has inspired
me to get organised and get back into my writing routine.
Who needs a formal date to write? A month-long writing challenge can be undertaken at any time!
Take this blog post as an example: just writing about this challenge has produced a 2048-word blog post and helped clarify my next steps and preparation for NiAcaWriMo. That in itself is already a valuable and productive writing activity.
As we come up to the
end of the year, I’m gearing up for a NiAcaWriMo challenge in the new year.
And I will certainly
be looking out for NaNoWriMo next November.
So if you have any
kind of writing project, perhaps now it the time to get inspired and create
your own month-long writing challenge to crack the whip and get those important
first words onto paper.
