scholarly journals Review of Catherine Keller and Mary-Jane Rubenstein (eds.) Entangled Worlds. Religion, Science, and New Materialisms (Transdisciplinary Theological Colloquia). New York: Fordham University Press, 2017, 333 p., ISBN 978-0-82-3276-22-6

2018 ◽  
Vol 8 (1) ◽  
pp. 129-131
Author(s):  
Evelien Geerts
Keyword(s):  
New York ◽  
Catherine Keller ◽  
New Materialisms

scholarly journals Review Essay: Steps to a Material Ecocriticism. The Recent Literature about the “New Materialisms” and its Impact on Ecocritical Theory

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Serenella Iovino
Keyword(s):  
New York ◽  
Comparative Analysis ◽  
Political Ecology ◽  
Review Essay ◽  
Recent Literature ◽  
Material Ecocriticism ◽  
New Materialisms ◽  
Four Books

This bibliographic essay illustrates the proliferation of studies about the "new materialisms" and examines the potential influx of this conceptual trend on ecocriticism. In the discussion, in particular, I provide a comparative analysis of four books: Stacy Alaimo and Susan Hekman, Eds. Material Feminisms (Bloomington: Indiana U P, 2008), Stacy Alaimo, Bodily Natures: Science, Environment, and the Material Self (Bloomington: Indiana U P, 2010), Jane Bennett, Vibrant Matter: A Political Ecology of Things (Durham and London: Duke U P, 2010), David Abram, Becoming Animal (New York: Vintage Books, 2010).

scholarly journals Classroom acts: New materialisms and haptic encounters in an urban classroom

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Alyssa D Niccolini ◽  
Maya Pindyck
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
York City ◽  
Everyday Objects ◽  
Classroom Space ◽  
Secondary Classroom ◽  
Educational Spaces ◽  
New Materialisms ◽  
Urban Classroom

In this piece we work with new materialist theory to experiment with the objects within a United States (US) secondary classroom in New York City (NYC). Energized by Katarina Kamprani’s (ongoing) “The Uncomfortable Project,” in which she renders everyday objects unfamiliar, we brought in unfamiliar items to a NYC classroom to change our relations to it and its relations to us. We consider how a paranoid affective relationship to ‘the urban classroom’ has limited engagement with classroom objects as lively, self-organizing, and haptically-rich with their own forms of agency and affective force. We explore a methodology of felting in which the textures of the classroom are agitated and worked to elicit surprising affects, unexpected connections, and new materialities. We see such an engagement as offering new possibilities for encountering educational spaces and as eliciting more reparative (Sedgwick, 2003) forms of theorizing and learning from urban classroom space.

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