Researcher subjectivities are powerfully constituted and constrained by academic cultures (Ezzy, 2004; Kuntz, 2005; Richardson, 2002b; Wallis, 1999, 2000).


My place in this project shifted significantly since its inception in 2002. Most significant has been a change in my understandings about the role of the more-than-human world in knowledge production, which eventually led me to open up to an animist ontology.


Perhaps what I have come to name as a dialogic methodology has always been there, but been clouded by the noise of intellectual and reasoned thought; or perhaps I was unable to see/hear it because it was outside my frame of reference, or was hidden from view in words, everyday expectations of appropriate performance of graduate student and human, or layers of metaphor (see, for example, Haraway, 1991a).


Perhaps insights from the more-than-human are seldom explicitly represented in environmental education (and other) research since much of our work privileges conceptual thought (Bai, 2001), supports linear expository prose, and takes place indoors.