While working on a recent interactive art installation, the authors of this paper began pondering the ethical implications for researching/writing about processes of artmaking, especially regarding what/who comes to (k)not matter, which they discuss in this paper. They also invite you (the readers) to engage with them in thinking-with and making-with materials (via braiding, tying, knotting) while (un)tangling ethical practices and responsibilities related to arts-based research and what/who comes to matter and why in educational research and beyond. Specifically, they invite creative responses to the questions: what/who (k)not matters? And how can we extend the ideas of (k)not mattering into other philosophies/ways of thinking, into our material engagement with/in the world, into our research inquiries/methodologies, and, importantly, into our pedagogies to make a difference?
ABC (2020). Braiding and sphering: (In)forming friends in a more-than-human-world [Mixed Media]. 64th Annual Conference of the Comparative and International Education Society: vCIES 2020 Miami, virtual. Jurors: Iveta Silova & Mariia Vitrukh.
BaradK. (2007). Meeting the universe halfway: Quantum physics and the entanglements of matter and meaning.Duke University Press.
4.
BaradK. (2012). Interview with Karen Barad. In DolphijnR.van der TuinI. (Eds.), New materialism: Interviews and cartographies (pp. 48–70). Open Humanities Press.
5.
BaradK. (2013). Ma(r)king time: Material entanglements and re-memberings: Cutting together-apart. In CarlileP.R.NicoliniD.LangleyA.TsoukasH. (Eds.) How matter matters: Objects, artifacts, and materiality in organization studies (pp. 16–30). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199671533.003.0002
Blumenfeld-JonesD. (2017). Wild imagination, radical imagination, politics, and the practice of arts-based educational research In Cahnmann-TaylorM.SiegesmundR. (Eds.), Arts-based research in education: Foundations for practice (pp. 48–66). Routledge. https://doi-org./10.4324/9781315305073
8.
BraidottiR. (2013). The posthuman. Polity Press.
9.
CutlerR. L. (2020). Open and wide: Figuring digestion as research-creation (provocation). In LovelessN. (Ed.), Knowings and knots: Methodologies and ecologies in research-creation (pp. 3–28). The University of Alberta Press.
10.
DavisH.TurpinE. (2015). Art & death: Lives between the fifth assessment & the sixth extinction. In DavisH.TurpinE. (Eds.), Art in the Anthropocene: Encounters among aesthetics, politics, environments and epistemologies (pp. 3–29). Open Humanities Press.
GuyotteK. W. (2020, February). Not philosophy of education: Mapping willful ethical Practices for the not yet. Presidential Address at the Southeast Philosophy of Education Society.
Koro-LjungbergM. (2016). Reconceptualizing qualitative research: Methodologies without methodology. SAGE.
22.
KubyC. R.ChristR. C. (2018). Productive aporias and inten(t/s)ionalities of paradigming: Spacetimematterings in an introductory qualitative research course. Qualitative Inquiry, 24(4), 293–304. https://doi.org/10.1177/1077800416684870
23.
KubyC. R.ChristR. C. (2020). Speculative pedagogies of qualitative inquiry. Routledge.
24.
LeavyP. (2013). Fiction as research practice: Short stories, novellas, and novels. Left Coast Press.
25.
ManningE. (2020). Radical pedagogies and metamodelings of knowledge in the making. Critical Studies in Teaching and Learning, 8(1), 1–16. https://doi.org/10.14426/cristal.v8isi.261
26.
McNiffS. (2008). Art-based research. In KnowlesJ. G.ColeA. L. (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 29–40). SAGE.
27.
NashJ. C. (2019). Black feminism reimagined: After intersectionality.Duke University Press.
SiegesmundR.Cahnmann-TaylorM. (2008). The tensions of arts-based research in education reconsidered: The promise for practice. In SiegesmundR.Cahnmann-TaylorM. (Eds.), Arts-based research in education: Foundations for practice (pp. 231–246). Routledge.
36.
SinnerA. (2017). Cultivating researchful dispositions: A review of a/r/tographic scholarship. Journal of Visual Art Practice, 16(1), 39–60. https://doi.org/10.1080/14702029.2016.1183408
37.
SpringgayS. (2019). “How to write as felt” Touching transmaterialities and more-than-human intimacies. Studies in Philosophy & Education, 38(1), 57–69. https://doi.org/10.1007/s11217-018-9624-5
SpringgayS.TrumanS. E. (2018). On the need for methods beyond proceduralism: Speculative middles, (in)tensions, and response-ability in research. Qualitative Inquiry, 24(3), 203–214. https://doi.org/10.1177/1077800417704464
40.
SpringgayS.TrumanA.MacLeanS. (2020). Socially engaged art, experimental pedagogies, and anarchiving as research-creation. Qualitative Inquiry, 26(7), 897–907. https://doi.org/10.1177/1077800419884964
41.
St. PierreE. A.JacksonA. Y.MazzeiL. A. (2016). New empiricisms and new materialisms. Cultural Studies/Critical Methodologies, 16(2), 99–110. https://doi.org/10.1177/1532708616638694
42.
TrumanS. E.SpringgayS. (2015). The primacy of movement in research-creation: New materialist approaches to art research and pedagogy. In LavertyM.LewisT. (Eds.), Art’s teachings, teaching’s art: Philosophical, critical, and educational musings (pp. 151–162). Springer. https://doi.org/10.1007/978-94-017-7191-7_11
