Precarity in the Garden With Children and Wearable Cameras

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Cultivating Equitable Education Through Philosophies of Curriculum (Table 17)

Abstract

This paper draws from a walking research-creation event (Springgay & Zaliwska, 2015) in an herb garden with fifth and sixth grade students using wearable cameras. An aim of this study is to expand definitions interdisciplinary literacies as “nomadic” (Braidotti, 2006, p.4). Theories related to new materialisms are used to illustrate how education research “can cut qualitative inquiry loose from old tools to invent new ones” (Lenz Taguchi, 2019, p. 34). The research-creation in this paper illustrates the precarity (Tsing, 2015) and situated knowledges (Haraway, 1988) that render research inimitable. Rather than aspiring for scalability, this theoretical and methodological paper calls for researchers to embrace our situatedness and be open to new possibilities in curriculum studies.

Author

• Erin Bailey, The George Washington University