Brooke A. Hofsess

Entangling a Post-Reflexivity Through Post-Intentional Phenomenology

In this article, we amplify the post in post-intentional phenomenology to demonstrate some of the unique possibilities this methodology might afford qualitative researchers interested in experimenting with entangled connections among seemingly disparate philosophies, theories, and methodologies. Specifically, we extend our amplification to the concept of reflexivity by conceptualizing an entangled post-reflexivity as a generative methodological move in post-intentional phenomenology specifically and in qualitative research more generally. Through three provocations, we experiment with how the concept of reflexivity might become, leading us to theorize an entangled post-reflexivity that aims to incite methodological movements and possibilities for qualitative inquiry.

Tumbling Lessons: Using Tumblr Iconography to Strengthen Multimodal Teaching and Learning in Preservice Art Education

rtistic literacy involves multimodal capacities moving beyond the visual, challenging humans to respond to an everchanging world with feeling, intuition, playfulness, resilience, and imagination (Eisner, 2002; Greene, 1995). By honing in on multimodal approaches to art education, we aim to emphasize how perception and expression occur through many and varied modes (e.g., visual, auditory, kinesthetic, emotive, and spatial) as teachers and students seek to communicate and respond not only to each other, but also through the materials and processes of art. In this article, we share our experiences as art teacher educators using social media in innovative ways that stretch and strengthen multimodality in lesson design.

Epilogue: Afterglow Burns at its Own Pace

Time has passed. Everything has changed, it seems. Life has been churning, like silt turning in and over—shaking loose of winter’s unyielding grip. A new job, a new university, a new town, a new baby—oh, how I have been thrown into possibility. Every path I am walking is the unknown, the unfamiliar. Yet even in the midst of change, some things remain constant.

Colophon: A Finishing Stroke

The stationery sets, as well as the May postcards were printed at Good Friends Press in Charlotte, North Carolina on a stately Vandercook IV press. The June through April postcards were printed at Asheville Bookworks in West Asheville, North Carolina on a variety of presses, although I most loved working with a (relatively) small Challenge proof press owned by a local printmaker who makes the most gorgeous woodcuts.

These Petals Are

Over coffee, a colleague told me the story of an artist who planted seeds as a work of art. When each seed became blossom, the artist plucked the petals gingerly from the stems. The petals were mailed away to his friends and family with this sentiment: All the while these seeds were becoming, I was thinking of you. These petals are my love for you.

We Learn to Skate in Summer

I find myself compelled to take up Virginia’s wonderings about what the letters I have received called from me, and simultaneously feel a sense of coming up short somehow. It is as if I am standing too close to an impressionist painting, maybe one by Mary Cassatt—at once enchanted by the swirling impasto brushwork, by the jewel and flesh-toned palette, yet unable to see or feel the full story of the painting.

Coda: The Underbody

Even as I stubbornly resisted egress, I found myself charged with the task of evaluating the work that I had undergone, in preparation of letting go of this body of inquiry on its rise towards the world.3 In this undertaking, I recalled Virginia who spoke of sewing and weaving as the work of pushing threads in and pushing threads out.

A Body Rising Toward the World

Enclosed you will find all manner of illustrated correspondence, composed across a few years as I turned myself over to more fully living the question: “How does one conduct a life that includes the practice of educational action research?”4 or what one might also call living aesthetic inquiry.5

Cartographies of becoming in education: a Deleuze-Guattari perspective, edited by Diana Masny

of representation, authors such as Staffan Selander, in Chapter 13, draw on theories of play and learning to study the roles of artefacts for play and learning from a designtheoretical perspective. To cite another example, Jennifer Rowsell and Kate Pahl, in Chapter 17, draw on Bourdieu’s notion of habitus to examine identity embodied in text. In the area of surgical education, in Chapter 26, ethnographic perspectives are also employed together with social semiotics to investigate simulation from differing perspectives.