We found a body: The intrabody of human, technology, narrative and environment as postqualitative inquiry

This paper explores the potential for a mode of postqualitative inquiry as generative knowledge-affect by looking towards the practice-led in-progress intermedial project, We Found A Body. The project functions as a form of urban play in a way that decentres and reconstructs participants so that their bodies, their technology and the environment they ‘play’ in become intertwined. I use a posthumanist queer reading of performativity (Barad, 2003, 2011) coupled with an affect-focused study of world-making (Harris & Jones, 2019) alongside a politics of affect to analyse how We Found a Body, in its potential for intraaction of human, technology, narrative and environment, can reconfigure and intertwine bodies and matter in a dynamic and embodied way. I argue that creative intermedial practice can produce counternarratives where new modes of belonging within space and time exist, and where extended ways of being human are at play (Myers, 2020). This is a space where the artwork acts as a performative call to action where iterative materialisation creates an intrabody of the human and more-than-human and opens up future methods within postqualitative inquiry.

Mathematical and Experimental Science Education from the School Garden: A Review of the Literature and Recommendations for Practice

The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching–learning context also improves students’ performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.