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Making Oddkin with Plantly Relations as Wayfaring Through Colonial Legacies

image of Making Oddkin with Plantly Relations as Wayfaring Through Colonial Legacies

Anna Tsing (2015) asserts: “As contamination changes world-making projects, mutual worlds-and new directions emerge. Everyone carries a history of contamination; purity is not an option” (p. 27). Through my walking practices I contemplate complex layers situated within land on which I wander, where Indigenous understandings of land are entangled within a history of colonization (Marker, 2018; Watts, 2013). In specific terms, my inquiry takes place on the unceded shared traditional territories of the of the Musqueam, Squamish and Tsleil-Waututh peoples. Tuck, McKenzie & McCoy (2014) note that understandings of Indigenous knowledges of land, be they ‘green’ or ‘urbanized’ are storied and not static: “…landscape is more than simply a container for human history. It is the mind of reality shaping the stories of time and space” (Marker, 2018, p. 453).

Keywords: attunement ; land ; living inquiry ; making ; material ; place ; practices ; relationship ; sensory ; textiles

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References

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     [Google Scholar]
  2. Davies, B. (2014). Listening to children: Being and becoming. Routledge.
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  3. Greenaway, K. (1884). Language of flowers. Routledge.
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  4. Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14 (3), 575–599.
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  5. Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
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  6. Holbrook, T. , & Pourchier, N. M. (2014). Collage as analysis: Remixing in the crisis of doubt. Qualitative Inquiry, 20 (16), 754–763.
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  7. Hurt, A. (2020, December 3). Earth is on the cusp of the Sixth Mass Extinction. Here's what paleontologists want you to know. Discover. https://www.discovermagazine.com/planet-earth/earth-is-on-the-cusp-of-the-sixth-mass-extinction-heres-what-paleontologists
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  9. Ingold, T. (2013). Making: Anthropology, archaeology, art, and architecture. Routledge.
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  10. Ireland Calling (n.d.). Ivy—Symbol of strength and determination. https://ireland-calling.com/celtic-mythology-ivy-tree/186
  11. Kallis, S. (2014). Common threads: Weaving community through collaborative eco-art. New Society Publishers.
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  12. Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed.
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  13. Kind, S. (2011). Openings and undoings: The text of textiles in curriculum and pedagogy. Journal of Curriculum and Pedagogy, 1 (2), 48–51. https://doi.org/10.1080/15505170.2004.10411498
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  14. Lively, P. (2017). Life in the garden. Penguin Random House.
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  15. Marker, M. (2018). There is no place of nature; there is only the nature of place: Animate landscapes as methodology for inquiry in the Coast Salish territory. International Journal of Qualitative Studies in Education, 31 (6), 453–464.
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  16. Mastnak, T. , Elyachar, J. , & Boellstorff, T. (2014). Botanical decolonization: Rethinking native plants. Society and Space, 32 , 363–380.
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  18. Myers, N. (2020). Becoming sensor in sentient worlds: A more-than-natural history of a Black Oak Savannah. In G. Bakke & M. Peterson (Eds.), Between matter and method encounters in anthropology and art (pp. 73–96). Routledge.
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  22. Puig de la Bellacasa, M. (2012). “Nothing comes without its world”: Thinking with care. The Sociological Review, 60 (2), 197–216.
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  23. Robertson, K. , & Vinebaum, L. (2016). Crafting community, TEXTILE, 14 (1), 2–13. https://doi.org/10.1080/14759756.2016.1084794
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  24. Sium, A. , & Ritskes, E. (2013). Speaking truth to power: Indigenous storytelling as an act of living resistance. Decolonization: Indigeneity, Education & Society, 2 (1), I–X.
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  25. Smith, B. (2018). Revisiting: The Visual Memoir Project: (Still) searching for an art of memory. In A. Lasczik Cutcher & R. L. Irwin (Eds.), The Flâneur and education research: A metaphor for knowing, ethical actions and data production (pp. 63–92). Palgrave.
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  26. Springgay, S. (2019). “How to Write as Felt” touching transmaterialities and more than human intimacies. Studies in Philosophy and Education, 38 , 57–69.
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  27. Springgay, S. , Irwin, R. L. , & Kind, S. W. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11 (6), 897–912.
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  28. Stewart, H. (1995). Cedar: Tree of life to the Northwest Coast Indians. Douglas & McIntyre.
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  29. Taguchi, L. H. (2010). Going beyond the theory/practice divided in early childhood education: Introducing an intra-active pedagogy. Routledge.
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  30. Tsing, A. (2015). The Mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.187
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  31. Tuck, E. , McKenzie, M. , & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20 (1), 1–23. https://doi.org/10.1080/13504622.2013.877708
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