poststructuralism within the dissertation

If experience is mediated through discourse, then what power relations hold dominant discourses in place? How are the categories of nature and culture produced and maintained?


Furthermore, what kinds of reading (and pedagogical) practices might enable interrogation and subsequent disruption of the nature/culture split and its disruption? To what degree might they be possible within dominant discourses that continually reinscribe human at the centre as the unmarked norm and sole producer of knowledge?

Feminist poststructural perspectives enable me to make visible and question common sense notions (Weedon, 2004) of teaching, learning, nature and, most significantly for this work, research -- notions which can (re)produce oppressions (Kumashiro, 2004) and reinscribe dualisms such as mind/body, man/woman and human/nature (Davies, 2000b; Davies & Whitehouse, 1998; Whitehouse, 2000).

This research/representation is not purely (or even mainly) a deconstructive text, but is a way of representing and theorizing experience that enables interpretation and reconstruction outside normalized anthropocentric Western boxes.

It is (at this moment in time) my best attempt to (re)imagine and perhaps (re)construct a new/old language which assists the reader to engage in conversations where the actors are not all human (Haraway, 2004a). A fusion of the intellect, body and spirit through ancient ways of knowing, this has been a process of re-imagining possibilities for doing research in conversation with other-than-human persons.