New Vox in Poetic Inquiry: Rhizomatic Runners in a Fruiting Field

 

This article is a manuscript accepted for publication in Art/Research International: A Transdisciplinary Journal, published twice-yearly out of the University of Alberta. This article expects to release in June, 2021.

New Vox in Poetic Inquiry: Rhizomatic Runners in a Fruiting Field

 

I am, each day,

typing out the God

my typewriter believes in.

                        –Anne Sexton, Frenzy

 

Introduction: Positionality, and Charting the Landscape

Indigenous research methods speak to how our personal story is interwoven with/in our broader research stories (Wilson, 2008). Honoring that circularity within my own life, I position myself and my artistic, research, and teaching practices, before addressing poetic/performative approaches to inquiry. Thus, first and foremost, I acknowledge with gratitude and respect my presence living, working, and writing on the traditional territories of the Lekungwen, WSÁNEĆ, Songhees, and Esquimalt people, whose traditional relationships with the land continue to this day.  HÍ SW KE! (Thank you.)

I come from immigrant/settler ancestry in the United States: my father emigrated from Iran in the mid-1950s, while my mother’s family of Irish and Swiss-German farmers immigrated in the mid-1800s. I feel an ancestral connection to poetry, particularly through these Persian, Irish, and German lineages, cultures where poetry has been revered for thousands of years.

A lifelong writer, I have only more recently embraced my role as “researcher” (Author, 2013). However, as such, I prefer the term inquirer to researcher, denoting more open-ended, less rigid, processes, and something to be drawn forth, as in educaré; something emergent, birthing; a more phenomenological, lived experience of things.

I am, at heart, a storyteller, with a gift for gab and a love of script in all forms. In my writing, I seek to weave disparate (yet interconnected) life stories into a nuanced, nurturing whole, offering sustenance: food for thought, learning, and growth. I am also a poet in the academy, embracing poetic and performative methodologies, including a/r/tography (DeCosson & Irwin, 2004), where onto-epistemological overlaps acknowledge and make room for the sometimes messy, blurred, mutually informing processes inherent in the roles of artist, researcher and teacher. Similarly, through poetic inquiry (Prendergast, 2009, 2015) and autobiographical life writing (2013), I engage lived experiences through artistic, critical, and performative inquiry modes and methods.

Poetry is performative; thus, poetic inquiry is also “performative in nature in that poetry is originally an oral art form that is deeply rooted in the sense of voice. Creating research poetry is a performative act” (Prendergast, 2006, p. 370-371). This performativity also implies embodiment: the researcher engages all the senses (fingertips, ears, eyes, nose, taste buds) to sift through data (scruffy fur, eagle’s strident cry, ancient comet streaking past the big dipper, lilacs greeting you on a spring night before you round the corner to see them, bite of salt on lips in the sea) in crafting a poem. Through voice welling up within the body to speak or sing a poem, through the rhythm of breath, poem-making is embodied craft; likewise, through the corporeal act of writing—hand and fingertips to pen, page, and keyboard—embodied, we create. Furthering this aspect of embodiment, poetic inquiry “connect[s] writing as embodiment to ethnographic practice” (Faulkner, 2018, p. 18), wherein creating poetry in/as research occurs in relation to some facet of community: we write the stories of others, as well as our own, extending poetry’s ancient role as communal, oral tradition; the poet as human radio, minstrel, and storyteller.

 

The magic of a talking burning bush.

–Krista Franklin, Manifesto, or Ars Poetica 2

 

Poetic inquiry, as qualitative research methodology, flourishes in a multitude of creative locations ranging from education, to health care, kinesiology, psychology, and sociology (Owton, 2017; Prendergast, 2009, 2015; Vincent, 2018), and through diverse methods such as poetic transcription (Richardson, 1992; Glesne, 1997; Carroll, Dew, & Howden-Chapman, 2011), found poems (Prendergast, 2004, 2006, 2015; Faulkner, 2010), cluster poems (Butler-Kisbe, 2002), autobiographical research poetry (Leggo, 2005, 2007, 2010, 2011, 2018a, 2018b; Rajabali, 2017; MacKenzie-Dawson, 2018), and poetic-performative styles of expression (Schoone, 2015; Saldaña, 2006; Deegan & O’Connell, 2018). The title of this piece draws inspiration from this clearly rhizomatic (Deleuze & Guattari, 1987) array of poetically inquiring runners and side-shoots populating the world of qualitative inquiry (Vincent, 2018); may we long be nourished by their delicious roots and berries.

In my own explorations with poetic and performative approaches to inquiry, I have enriched my repertoire of research methods and deepened theoretical understanding by considering the role of  Vox (Prendergast, 2009, 2015), writing Ars Poetica (Faulkner, 2007, 2017a), experimenting with various forms of Slow writing (Hurren, 2014; Ulmer, 2017), and considering possibilities for performance (auto)ethnography (Ault, 2014; Denzin, 2003; Spry, 2006) and applications of applied theatre research in education (Bryon, 2018; Foster, Mäkelä, & Martuseqicz (Eds.), 2019; Schoone, 2015). The possibilities for continuing to engage these methodologies in ongoing research are plentiful, richly overlapping, and promising.

In this paper, I offer several new Vox for consideration within the field of poetic inquiry, to aid our understandings of the myriad ways in which to approach poetry as research, and to enhance our personal artistic praxis. I hope the addition of new Vox to our theoretical musings will provide a winnowing of greater specificity within already existing Vox, and place imaginative fodder on our creative fires, encouraging us to wonder about new ways to play with Vox in research and writing. Experimenting with Vox helps me lean into various cultural, social, and personal phenomena that arise in the course of inquiry, which in turn informs a holistic embracement of poetry as personal, pedagogical, and political praxis. I write; therefore, I am; I embrace the body politic; the body politic—the personal, the political—speaks through me. Poetry is the medium.

In addition to discussion of Vox, this article includes original and found poems, the latter gleaned from multiple sources and contexts. Found poems help to “reflect on, play against, and perform with the central topic” (Prendergast, 2006, p. 369), whether the literature itself that inspires the poems, or themes of inquiry within those sources. Not all found poetry surfaces as part of a final poetic or research “product;” nonetheless, as a tool of inquiry alone, this method remains invaluable. (Note: In crafting found poetry, I use endnotes rather than standard APA citations to identify source texts within the poems.)

Weaving this métissage of texts (Chambers et al., 2008), I intersperse poems among theoretical and methodological considerations of poetic/performative inquiry. Working with métissage commits me “to interdisciplinarity and the blurring of genres, text, and identities” (Chambers et al., 2008, p. 142). Allowing me to blend and play with theory and praxis, métissage performs as a political, personal, contingent, coexistent method(ology) where we “create plural selves and communities that thrive on ambiguity and multiplicity” (Chamber et al., 2008, p. 142); that is, there are multiple ways to carve an idea, string a haiku, weave a curriculum, write a poem, or reckon with agency and care in our local, more-than and other-than-human lives and interactions.

 

New Vox in Poetic Inquiry

 

I say I want to save the world but really

I want to write poems all day

I want to rise, write poems, go to sleep,

Write poems in my sleep

Make my dreams poems

Make my body a poem with beautiful clothes

I want my face to be a poem

I have just learned how to apply

          –Dorothea Lasky, Ars Poetica

 

Like Lasky’s well made-up face, poetry expresses the voice of its maker, and the persona put forth in the poem (be that a person, fictitious or real, or another being or thing). The interplay between what the poem has to say, and how it says it, becomes the poem’s voice. Sometimes, the author’s voice is almost indistinguishable within the voice of the poem, while at other times, the poet’s voice sings prominently.

In her initial survey across social science disciplines, Prendergast (2009) found three main categories that defined poetic inquiry according to voice, or Latin Vox: Vox Theoria (theory/philosophy, drawing on literature), Vox Autobiographia/Autoethnographia (personal reflective), and Vox Participare (participant voices). In subsequent work, Prendergast (2015) identified five additional Vox that reflect expanded understandings and applications of poetic inquiry in (post)qualitative research: Vox Theoria/Vox Poetica (poems about self, poetry, and/or writing as method), Vox Justitia (poems about social justice, equality, equity, and freedom), Vox Identitatis (poems on identity, self and participants’, specifically, race, gender, class, sexuality), Vox Custodia (poems on caregiving, from patient and caregivers’ perspectives), and Vox Procreator (poems about family, parenting, religion). Most recently, Prendergast (2020) has identified two more Vox, emerging from Carl Leggo’s work: “Vox Veritas and Vox Cupio . . . are the voices of truth telling (veritas) and of wishing/dreaming (cupio)” (p. 31). These various definitions of Vox are potentially fluid and permeable, overlapping, and interchanging discursive meanings with one another, in critical conversation and poetic dialogue.

In thinking about Vox, I have often wondered about further expanding Vox’ categorical distinctions to embrace additional forms of poetic inquiry yet forming on imagination’s horizons, and to accommodate subtle variations among already existing categories. Part of my wonderment stems from a sense, shared by Vincent (2018), that “the poetry created through Poetic Inquiry may be of the same textual genre, but the context – that is what feeds the poetry – differs and is as important as the products themselves” (p. 52). It is precisely for this reason that I believe it is possible we may never have too many Vox, depending on how poet-scholars keep re-defining poetic inquiry in their own unique signatures. For example, Prendergast refers to Vox Theoria for poems that “are overtly political and critical in their content” (2009, xxii), such as those written just after 9/11; Vox Justitia also implies poems of this nature, addressing social justice, equality, and equity—all “political” concerns.

Yet I wonder if we might consider distinct categories of Vox that house specifically political poems: Vox Politica, and Vox Protestatia, for overtly protest-oriented poems. A recent volume of refereed work from the 6th International Symposium on Poetic Inquiry (ISPI) and the 17th annual Winter Wheat: The Mid-American Review Festival of Writing, held in 2017 at Bowling Green State University in Ohio, is devoted to “poetic inquiry as a way to reflect on power inequities, to make . . . personal experience part of the critique, and to realize the potential power in poetry as political discourse” (Faulkner, 2019, xiii). Literary poets have long led the way in articulating poetry’s political voice in this manner: Lawrence Ferlinghetti, Carolyn Forché, Etheridge Knight, Muriel Rukeyser, Robert Bly, Mahmoud Darwish, and so many others; poets writing on the front lines of political, social, racial, and eco-systemic oppression. Poetry lends itself well to protest, too: intensified political speech combined with physical action, where the personal, in the (communal) political, garners push back with/in solidarity, often embodied through the unifying power of rhythm and song. Think of protest and anti-war songs of the 1950s, 1960s and 1970s, and the ongoing prevalence of politically responsive music today, in genres spanning folk, rock, rap, metal, and punk (from Dylan to Marley, Tupac, Kendrick Lamar; John Trudell, Buffy Saint Marie, Ani deFranco, Pussy Riot—again, to name but a few). Spoken Word, likewise, engages oral poetics to challenge oppression, state-sanctioned violence, racial erasure, pipelines.

As poetic inquirers continue to take up political and protest-oriented concerns in their work (Author, 2013; Faulkner, 2017b; Faulkner & Squillante, 2019; Hall, 2013), our work as agents of social change comes alive: theory and action unite, as we hone critically-reflexive and artistic-research sensibilities, and our leadership presence as artists, teachers, and researchers, modeling these qualities for our children, our students, colleagues, and each other. Work, home, personal, and political, all combine, and we are needed to tell the stories, write the poems, that document, question, and contest this changing world, that speak back to power. Storytelling poet and sociologist Kimberly Dark (2017) challenges hegemonic patriarchal conditioning in her provocative, intersectional performance pieces addressing gender, beauty standards, and power. African American poet-activist-educator Mary Weems (2002) empowers the “imagination-intellect” through acts of resistance and healing in her poetic storytelling performances. Courageously, these individuals embody a “core mandate for critical poetic inquirers whose work is in support of equity, human rights, and justice worldwide . . .  [one that] never flinches from catching and voicing hard and shining truths about the way things are, and surrendering to songs about the way they might become” (Prendergast, 2015, p. 683). Weems and Dark embody the voices of Vox Politica and Vox Protestatia.

Laurel Richardson’s recent essay, “So, Why Poetry?” (2017), makes a direct link between Vox Politica and the ongoing need for poetry in our lives. The poem embedded in the essay, with its quiet, ordered voice, is actually a strangled scream of protest. Richardson explains the poem’s genesis:

Ideological bias put blinders on my eyes and cotton in my ears preventing me from taking an authentic ethnographic stance toward working-class women during the 2016 American presidential elections. The poem, Deplorables, recognizes that bias and tries to right it through concrete examples. In so doing, the poem is about any powerless woman who has been treated deplorably. And that’s why poetry. (p. 1)

Richardson frames her discussion of “why poetry” in recognition of the way poetry can speak to those marginalized, left behind, forgotten or mistreated—in this case, the “basket of deplorables” Hillary Clinton stereotyped in her 2016 campaign rhetoric. In daring to witness and speak (back) to her own bias, and the bias of others, including friends and colleagues, Richardson bravely uncovers an urgent political reality, acknowledging her own complicity in perpetuating stereotypical bias. She is not (just) speaking about overt political events during an election cycle; rather, in daring to speak, she faces and names what needs to change. And poetry helps her to do so. This is the voice of Vox Politica, speaking up and speaking out.

Identifying a similar evolution in personal and communal awareness sparked by a political event, Faulkner and Squillante (2019) engage Vox Politica and Vox Protestatia to reflect on critiques of national Women’s Marches™ that were “too centered on White women’s experiences, ignoring trans women and women of color with a singular focus on reproductive justice” (p. 178), at the expense of a more inclusive, intersectional feminism. Joining a different march, organized by “black women and femmes,” Faulkner and Squillante strove to “listen to their history and help them move toward real equality. They asked us to think about the commodification of feminism and social justice. To prioritize intersectionality. To question our motives and our complicity” (2019, p. 180). Examining our own complicity can be deeply challenging work. But what choice do we have? Poetry helps bridge gaps between historic and emergent understandings, framing other(ed) perspectives and new (old) ways of being that might help lead us out of the morass.

If Vox Politica pulls back the veil, calls out the problem, Vox Protestatia turns up the volume, takes to the streets, marches, sings, and shouts about it. Together they light the spark of peaceful protest, more intertwined than separate, two peas in the same pod. Vox Protestatia is always political, and Vox Politica invariably implies protest. This unity, sown from separation, roots and flowers against all odds in verse, song, and action, seeding hope, and planting peace.

Grab your child by the hand and keep going.

Throw your fist in the air knowing it’s just another

word for watch what happens when I open my palm.

                        (Faulkner & Squillante, 2019, p. 186).

I love this image—can it be the image for this moment in history? A fist thrown up in the air, with force, gusto, opening: a mic-drop to the sky, releasing a bevy of doves . . . they fly free . . .  Watch what happens.

I constructed this found poem, verbatim, from the transcript of a 9-1-1 call in Georgia, U.S.A. (exact location omitted to protect the innocent). The caller’s words provide an unintentionally ironic frame for Vox Politica to highlight one aspect of racial bias and profiling in America today.

9-1-1, What’s Your Emergency?

Hi there

I’m in the Walmart parking lot

and I just got my nails done

and I see this black

gentleman

with these two little

white kids,

and I . . .

And, so I just had a funny feeling

and so I rode around and I just came back

And I saw the girl get in

and the little boy

and I said, Do these kids . . .

Are these kids okay?

Do you know these kids?

And he goes,

Why wouldn’t I?

So I said,

Let me see the little girl,

and he said No,

and I said,

Well, let me just see the little girl

and see if she knows you . . .

And it could be nothing,

but I’m not sure

and I figured, well,

let me call up.

And if I didn’t do this

I would be up all night

Did you want to meet with a police officer?

Well, I’d like someone to come

and look at this guy

to make sure that he knows these kids

He just got gas and now he’s pulling away.

Should I follow him?

No, I’d recommend not following him.

I think he knows I’m watching him.

I’m right behind him.

And if I’m wrong, that’s great,

I’m thrilled

But if I’m not,

you know,

then these kids are okay.

And maybe he knows their mom

I don’t know

But I don’t know that he knows them . . .

These are but a few examples of Vox Politica and Vox Protestatia, as I imagine them flourishing within intersectional, politically-oriented poetic inquiries and direct-action contexts, substantiating this call for further sub-categorizations of Vox within poetic inquiry.

Vox Politica

 They say poetry is political:

pedagogical

epistemological

ontological

mythological

axiological.

Which of these -ologies

curls up with poetry at night,

sleek bodies entwined

red fur and warmed earth

tails twitching in a shared dream.

How is the dream of a fox political?

 

I close this section with brief mention of four more proposed Vox: Vox Feminista, Vox Litteratura, Vox Pedagogia, and Vox Gaea. Although previously existing categories of Vox already encompass poetic inquiries of this nature, I believe there is, nonetheless, a need for more distinct consideration to thoroughly and specifically address these topical areas. I provide only brief mention of these Vox here—although they are deserving of much more detailed exploration—simply in the interests of space.

Vox Feminista is the voice of poetic inquiry that specifically queries feminist praxis. Like the art of poetically inquiring, practicing feminism transcends the bounds of our formal “research,” expanding into and influencing our whole lives, the lives of others, our planet, and its myriad beings and ecosystems. As Sara Ahmed (2017) notes,

To bring feminist theory home is to make feminism work in the places we live, the places we work. When we think of feminist theory as homework, the universal too becomes something we work on as well at. We use our particular to challenge the universal. (p. 10)

In the spirit of that interchangeability, many of Sandra Faulkner’s (2012, 2017a, 2017b, 2018) autobiographical poems fall within Vox Feminista, along with Laurel Richardson (1992, 2017), Hauk (2017), and Ohito and Nyachae’s recent inquiry using Black feminist poetry to “poke” at language and power (2019). Vox Feminista offers opportunities for reflective poetic inquirers to address matters of import to all beings, in holistic ways that “bring feminist theory home” to kitchens and bedrooms, as well as into workplaces, the boardroom, and out into the streets, the commons, and wild, sacred places.

When Prendergast (2009) speaks of “[l]iterature voiced poems . . . written from or in response to works of literature/theory in a discipline or field” (xxii), she is mainly referring to academic, scholarly, or philosophical works as source texts. What about poetic inquiries into other poems, poets, and works of literature? For these, I propose the term Vox Litteratura. I have written several poems to my poetic mentor, Robert Bly, as well as recent poems to the beloved mentor of our poetic inquiry community, Carl Leggo (Author, manuscript submitted for publication). Were I to develop these poems into a larger inquiry (such as my dissertation), I would wish to acknowledge the specifically literary lineage of these mentor relationships, and the poetry that evolved from that deep well. In my work, considering literary texts (including poetry) as research material is an organic process, concurrent with other academic endeavors. Through this symbiosis, synapses forge unforeseen connections, fueling wonder, my own poetic processes, and future directions of my research.

There is a productive use of reading literary texts, in this case poetry and literature. I engage these practices for pleasure, yes, but I am always looking for clues. This searching happens right alongside (and sometimes, in tension with) the practices that are recognized as doing qualitative research. For me, the opaqueness of academic work (constructed and enforced) is made seeable by the insight of art, literature, film, and music. While clarity is not necessarily desired, shadows and shapes emerge when research comes in contact with art. (Franklin-Phipps, 2017, p. 23)

Like Franklin-Phipps, I am always looking for “clues.” The idea of incorporating literary poems within a literature review speaks to my desire to incorporate lessons learned from mentors’ and friends’ poems, as well as to the revered idea, among poets, of expressing “gratitude to old teachers” (Bly, 1993), acknowledging those who have shown us the way and taught us our craft.

 

Vox Litteratura[1]

Talking all morning

The dream of a common language

This body is made of camphor and gopherwood

This tree will be here for a thousand years

The bow and the lyre

Leaping poetry

Nine gates

Morning glory

Opal

II.

Why Poetry?

Morphology of the folktale

The dark interval

Oral poetry

Writing performance

The poetics of ecstasy

A sun within a sun

The wild places

Remembered rapture

The life of poetry

Mysticism and poetry

Why poetry matters

 

In a brief dusting of other wonderments, I often think about Vox Paedagogia and Vox Gaea, which might currently dwell within Vox Procreator and/or Vox Justitia, as further refinements on how to think about our poetic projects. Vox Paedogogia might address poetic inquiries about pedagogy and curriculum (poetic or otherwise), and/or teacher training, or studies of other research conducted and written within these contexts. Furthermore, what about poetic inquiries that speak of—in care for—or sing a “love song to the earth” (Adrian Downey, Mi’kmaw Nation, lives in Frederickton, New Brunswick, personal communication, January 2020)? To feed this thought, I propose Vox Gaea: poems for, or about, the earth, nature, land, the elements, and related (cosmic and material) things. Although the Latin for “earth” is Tellus, I prefer the Greek Gaea, for its familiarity to many as synonymous with a name for planet Earth. Many poetic inquirers already write in the realm of Vox Gaea (Author, 2013; Fidyk, 2016; McKeon, 2019; Sullivan, 2002). Vox Gaea helps me write poetically about the earth places I know and love; to (re)story, (re)inhabit, (re)enchant, and (re)connect wor(l)ds of dwelling, being, and action, within myself and those around me.

Starlings in Flight (Ars Poetica)

 

I want to write poems like

               starlings’ flight across

                                 a reddened sky

              wing letters scripted

free writing flight

Is a starling like a poem

                a poem like a bird in flight

                                         thought escaped

                 the privacy of the singular

mind upended banking low?

                        Starlings dart curve dive descend

                                                one motion one arc

                                                                          across the sky

                                                one body choreographed

                        flight wings night uplift words

Disappearing starlings

                       fly into the sun

                                  words wings

            one body one mind

one pen poem flight evening

light.

Vox Orphic

Tucked in the corner of my right ventricle sprouts a Tree of Knowledge, lives a Shining Serpent & a middle finger. I’m on a quest for the Marvelous.

–Krista Franklin, Manifesto, or Ars Poetica 2

 

In one final widening of the scope, imagining what future poetic inquiries might encompass, I often contemplate the role of certain performing poet-artists, as their work informs and plays into something larger, more affective and engaged, than mere entertainment. Although these performers are not social science researchers (per se . . . or overtly), yet their work informs my own artistically, philosophically, and thematically, influencing the development of my own poetic Vox (while simultaneously informing the world, socially). Considering, specifically, poet and rock musician Patti Smith, I offer Vox Orphic to describe certain poetic/performance experiences that achieve heightened, rarified, qualities of cultural communion between artist and participant; a prayerful, spiritually infused mediation between worlds that unfolds in the course of a group event; what Jimi Hendrix might have called an “experience”: an often mystical journey, replete with reverence, reverie, reflection, and return, led by a modern-day equivalent of mythic Orpheus: musician, poet, guide to the underworld and back again.

Vox Orphic has captivated me since I was a child, when I first heard the call of Orpheus’ lyre and the rhythm and melody of his verse. In my explorations with Vox in poetic inquiry, I have come to consider Vox Orphic to be a foundational Vox, perhaps the one from which all the other Vox spring; Vox Excelsis.

Orphic derives from Orphism, “a mystic religion of Ancient Greece, originating in the 7th or 6th century BC and based on poems . . . attributed to Orpheus, emphasizing the necessity for individuals to . . . [attend to] their nature by ritual and moral purification throughout a series of reincarnations” (Lexico, 2020). (Orphism also refers to a brief art movement within Cubism, c. 1912.) According to Merriam-Webster (2020), the adjective “Orphic” is defined as “of or relating to Orpheus or the rites or doctrines ascribed to him;” documentation of such details appears scarce, ascribed “lost,” and assigned to the realm of myth. Here, we are firmly on the shifting sands and interstitial, intertidal strands between sea and shore, self and world, where the details of the story vary for each of us, ours alone to experience.

Merriam-Webster (2020) goes on to define “Orphic” as “mystic, oracular, fascinating, and entrancing.” Each of these words is key to describing qualities of Vox Orphic. Mystic is crucial to this venture: an unknown, of a spiritual nature; relating to mysteries, and awe, wonder, and “magical properties.” Oracular speaks to the power of an oracle, a person or shrine through whom the gods deign to speak, providing wise or authoritative guidance, and implying a “solemnity of delivery.” Fascinating denotes charming, but irresistibly so; captivating; a cord of magic shimmers here, too. Finally, entrancing: the definition alone is “fascinating.” Entrancing, from “entrance,” relates to the “1. power or permission to enter; admission; 2. the act of entering; 3. the means or place of entry; 4. the point at which a voice or instrument part begins in ensemble music” (Merriam-Webster, 2020, emphasis added). These aspects of “entering”—elements of power, permission, means, and placement—very much speak to a mythic, oracular experience, as well as the idea of being “entranced,” under a spell: “to put into a trance; to carry away with delight, wonder, or rapture” (Merriam-Webster, 2020). Things are out of our hands, and completely in our own hands, a journey with intention, and risk; the paranormal.

Brimming with Vox Orphic, a Patti Smith performance—experience—is all of these things: captivating, mystical, rapt, oracular: “And we – the faithful, the curious and the sceptical – are transfixed, hanging on her every word as if was a holy writ” (O’Hagan, 2003, Para 2). The audience—participants all—move together as one, a container for her performance, as she is a touchstone for our hopes, dreams, and visions; as she uplifts and feed us, we reciprocate. A mystical experience, yes, but not blind faith: She is an artist with all ten fingers on the pulse of the world, with a panoply of voices—gods, mere mortals—singing through her. We listen attentively.

There are tears in Patti Smith’s eyes. She is midway through a performance that has been, by turns, sombre and joyous, intense and ecstatic . . . On the brightly lit stage, she seems suddenly vulnerable, momentarily at sea in the midst of a song about the deranging power of love and loss. Then, as her spellbound audience wills her on, she regains her voice and, as the words and music build, leaps off into a place where . . . few other performers go these days. A place beyond words and their meanings, beyond mere critical definition, a place that the great jazz improvisers used to call ‘out there’. (O’Hagan, 2003, para. 1)

Ted Aoki (2004a) makes a similar musical comparison that resonates strongly here. He tells the story of jazz trumpeter Bobby Shew, visiting scholar at the University of Alberta, whom Aoki invited to speak in a curriculum seminar. He had two questions for Shew, which shed light on our discussion of the transformative nature of Vox Orphic: “‘When does an instrument cease to be an instrument?’ and . . . ‘What is it to improvise? What is improvisation?’” (Aoki, 2004a, p. 367). Shew’s response frames the importance of improvisation in the work of Vox Orphic poets, and amplifies what it is about Patti Smith, and artist-poet-musicians like her, that exemplify Vox Orphic: “[M]usicianship is more than a matter of skills and techniques, that music to be lived calls for transformation of instrument and music into that which is lived bodily” (Aoki, 2004a, p. 368, emphasis added); that is, the instrument and musician and the music become one. Just as audience/participants, music, and the instrument of the body (receiving, dancing) transform into something “lived bodily,” too. Vox Orphic describes the embodied experience of those ritual purifications and reincarnations (of the spirit, and the self) through the unity of music and poetry: fascinating, entrancing, mystic, and oracular: between the worlds and beyond, ever repeating, in the mystery of becoming.

As a poetic inquirer, these experiences and spaces call to me because there “between representational and non-representational discourses is the site of living pedagogy” (Aoki, 2004b, p. 429). Experiencing such living pedagogy, a threshold space, my poet-activist self is inspired: the poetical, pedagogical, personal, and political combine in a synthesis of music, poetry, activism, cathartic dance, and ritual; a space recognized by Bill Doll as “the site of chaos in which dwell transformative possibilities” (Aoki, 2004b, p. 429).

A catalyst for personal and societal transformation, Smith captivates and inspires her audiences through fiery, driven performances characterized by boundless physical energy, impassioned rhetoric on current events, calls to action, poetic interludes, personal anecdotes, and jocular conversation. She croons and cajoles, cavorts and cries, like a hawk, a banshee. She is grounded and earthy, expansive yet immediate, unifying in gesture, action, and word.

This is Vox Orphic: music and poetry that enchant, invoking a reverential, participatory dynamic—an intimate shared passage. The power of voice, its lush performativity, leads the way through the underworld, our Orphic guide. We carry home a spark from the group torch, and light the fuse that fuels our poiesis, our gifts back to the world.

Van Morrison is another poet-musician who creates an Orphic space in performance, where poetry and music meld in such a way that time and space disappear, if even for a moment; we are transported. With soulful embodiment of vocal range and affect, combined with versatility on saxophone, harmonica, keyboards, percussion, and guitar, Van entrains voice, poetics, and the accompaniment of the lyre to carve a portal of “entrancing.” Kate Bush also creates such worlds, with her theatrical, multi-octave voice and lush instrumental forays threaded with lyrical, mystical poetry. Jim Morrison, of The Doors, commanded Vox Orphic, but to a tragic degree, slipping too far through veils of the underworld.

Smith’s performances are always an offering to life, often commemorating her dead comrades along the way, from poet-artist William Blake to playwright Sam Shepard, and her husband, Fred “Sonic” Smith, frontman for MC5; her companions on the road of life. Fitting acknowledgment from an oracular priestess, whose shows constitute a threshing floor where politics, song, and the social protest inherent in rock music’s origins combine, under just the right circumstances, to create what Joseph Campbell famously described as an “antidote to the atom bomb” (as cited in Meriwether, para. 9): an ecstatic, communal experience of reverence. Campbell originally made this remark referring to the Grateful Dead, whose performances—intertwining poetry, song, improvisational musical exploration, and this essential element of communal unity—also fall within Vox Orphic. Speaking of the Dead’s performances, Campbell noted,

This is more than music . . . It turns something on in here [the heart]. And what it turns on is life energy. This is Dionysus talking . . . It doesn’t matter what the name of the god is, or whether it’s a rock group or a clergy . . . hitting that chord of realization of the unity of God in you all. (As cited in Meriwether, 2015, para. 3)

The Orphic tradition is said to have evolved from earlier Dionysian rites, an extension of ecstatic worship of the holy. As such, Vox Orphic implies both: holy transformation, and the ability to slip between worlds, something akin to Gloria Anzaldúa’s “theory and praxis of imagination . . . [that] underscore her belief in art’s healing, transformative power and her shape-shifting approach to language and the body” (Keating, 2009, p. 121). Smith’s version of shapeshifting dwells, poetically, in the art of incantation. Poetry sparks through incantation. From wild notes to somber intonation, incantation is breath and prayer, rhythm and exaltation. Incantation, from the Latin, incantare, to chant or bewitch, underscores an important aspect of Vox Orphic: incantation, as enchantment, sings worlds into existence. Thus, artists like Patti Smith move beyond mere performance, into spiritual catalyst: “I am a threshold yearning to sing . . . Come on my spirit are you ready let’s go!” (Smith, 1979).

 

“How we go on” ~ Gary Snyder, “Axe Handles”

The purpose of poetry is to remind us

how difficult it is to remain just one person,

for our house is open, there are no keys in the doors,

and invisible guests come in and out at will.

–Czeslaw Milosz, Ars Poetica

Embracing the idea of poetic inquiry as an embodied, feminist methodology (Faulkner, 2018), we return to core understandings of poetry as personal, the personal as political, and therefore, poetry as political (Faulkner 2017). The personal always has been, and will remain, political: embodied stories of lived experience, played out on personal, social, and communal world stages. Kathleen Ossip explains “why all poems are political” (2017):

[P]oetry is the only utterly free space for language . . . and that is what makes it indispensable . . . and also what makes writing it and reading it a political act: Any act where freedom is urgently at issue is a political act, and any space that makes us aware of our innate freedom is a radically political space. (Ossip, 2017, para. 2)

Can we engage the deep acts of empathy necessary to notice and hear other voices, including that of “matter” itself? How might we de-center the human entirely, giving voice to all else that populates this, and other, worlds; might we even de-center words themselves? For example, the poetry of Humberto Ak’abal (1952-2019) springs to mind, whole poems replete with birdcalls from his native Guatemala, as natural on his tongue as his native K’iche’ Mayan. Is there a way poetic inquiry can participate in such inquiries, in creating research that matters? These questions beg further contemplation of their intersections and inherent mysteries.

Enriched and emboldened by the many generative possibilities within poetic inquiry as feminist, political, Orphic research methodology, onwards inquiringly I go, informed by poetic-performative ways of being in the world. In the meantime, I hope that these imagined expansions on poetic inquiry’s purview offer inspirational food for thought, and new ways to consider the many voices, Vox, of our poetical works with/in myriad forms of qualitative research.

 

A Poem for the Social Poets Collective

The world is on fire.

Do we sit on the sidelines,

helpless,

watching it burn

Or do we

take to the streets

say no more in my name

shout and wave signs

shut down bridges in the rain

carve a constant, consistent

presence of protest

rambunctiously non-violent rally

meticulously mapped marches

stalwart walls of moms

bodies, bone, backs, brood

good trouble

between us

and the real trouble

sit back on the sidelines no more

who blows on the spark

that catches flame?

Meanwhile, neocolonial capitalism

steamrolls right along

flattens marchers, activists, grannies

mothers, fathers, children

sisters, brothers, aunties, uncles

into that thin line of text

running, running at the bottom of your screen

not even the main attraction

if it’s even (seen) or (heard) at all

certainly not

where the man behind the curtain

told you (not) to look

We’ve already pulled that veil aside,

seen the orange-tempered man in his naked

flabby truth, disheveled, desperate.

No emperor, no public servant, naught

but naked marionettes

pretending to run a show

where there is no show

(no entertainment value =

no “show”)

no truth

no country

no government,

really.

Just

people.

And the people will rise

When we take back the presses,

the night, our bodies, waterways, skies

            our earth

from glad-handling, palm-greasing

swamp filling and filling and

filling, life eating

political machines

we will rise

like Shelley prophesied, as Maya Angelou sang,

still rising, on the streets, in song

sing poetry, sing beauty, sing art

sing magic of mind, music, and myth,

movement and flow

polyphonic existence,

            sing everything!

Dance divine currents of circuitous desire

spell into palms the feeling

of meaning when sound and sight

fail, the touch of the world,

birthright, natal tattoo

invisible and indelible

marking us home, here,

wherever we are

roast ego in the flames

of word and deed,

eat hubris with nettles

drink courage soup

dive naked into blue pools

of night disguised as water

liquid languid healing balm

your flowing armor,

all disconnected parts of self

returned, renewed

self being the world

heal the world

dive deep, replenish

in ceremonial pools

of love and desire

sing the song of the world

dance the world’s ground

shed a skin

come, the world beckons

we reply

 

  Acknowledgements

Deepest gratitude to Beth Phillips, Welsh scholar, for wandering and wondering with me in Vox Orphic:

“Ours is not a caravan of despair.” –Rumi

 References

Ahmed, S. (2017). Living a feminist life. Durham: Duke University.

Anonymous. (2013). Brocading the world: A poetic inquiry (unpublished master’s thesis). University of British Columbia, Vancouver, BC.

Aoki, T. T. (2004a). Sonare and videre: A story, three echoes, and a lingering note. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (367-376). New York: Routledge.

Aoki, T. T. (2004b). Locating living pedagogy in teacher “research”: Five metonynmic moments. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 425-430). New York: Routledge.

Ault, J. L. (2014). Until I go there myself: An aesthetics-based approach to autoethnographic performance (unpublished master’s thesis). University of Victoria, Victoria, BC.

Author. (In press). “Gratitude to old teachers”: “Leaning into” learning legacies. In J. Guiney Yallop & C. Shields (Eds.), Legacies of Learning in Curriculum Studies: Gifts, Grace, and Gratitude. [Manuscript submitted for publication]. School of Education, Acadia University, Nova Scotia.

Author. (2013). Brocading the world: A poetic inquiry. [Unpublished master’s thesis]. University of British Columbia, Vancouver.

Bly, R. (1993). Gratitude to old teachers. Retrieved from https://www.loc.gov/poetry/180/072.html

Bryon, E. (Ed.) (2018). Performing interdisciplinarity: Working across disciplinary boundaries through an active aesthetic. New York: Routledge.

Butler-Kisbe, L. (2002). Artful portrayals in qualitative inquiry: The road to found poetry and beyond. Alberta Journal of Educational Research, XLVIII(3), 229-239.

Carroll, P., Dew, K., & Howden-Chapman, P. (2011). The heart of the matter: Using poetry as a method of ethnographic inquiry to represent and present experiences of the informally housed in Aotearoa/New Zealand. Qualitative Inquiry, 17(7), 623-630. doi:10.1177/1077800411414003

Chambers, C., with Hasebe-Ludt, E., Donald, D., Hurren, W., Leggo, C. and Oberg, A. (2008). Métissage: A research praxis. In J.G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research, pp. 141-153. Thousand Oaks, CA: Sage Publications.

Dark. K. (2017). Ways of being in teaching: Conversations and reflections, S. Wiebe, E. Lyle, P. Wright, K. Dark, M. McLarnona, & L. Day (Eds.). Rotterdam: Sense Publishers.

DeCosson, A. & Irwin, R. L. (2004). A/r/tography: Rendering self through arts-based living inquiry. Vancouver: Pacific Educational Press.

Deegan, J. G. & O’Connell, N. P. (2018). The starling’s tale: A performative ethnography showing deaf children’s schooling in the Republic of Ireland. Qualitative Inquiry (July 20, 2018), 1-11. https://doi.org/10.1177/1077800418787458

Deleuze, G. and Guattari, F. (1987). A thousand plateaus (B. Massumi, Trans.). Minneapolis: University of Minnesota Press. Retrieved from http://projectlamar.com/media/A-Thousand-Plateaus.pdf

Denzin, N. K. (2003). The call to performance. Symbolic Interaction, 26(1), 187-207. Retrieved from http://www.jstor.org/stable/10.1525/si.2003.26.1.187

Faulkner, S. L. (2019). Poetic inquiry as social justice and political response. In S. L. Faulkner & A. Cloud (Eds.), Poetic inquiry as social justice and political response (xi-xv). Wilmington, DE: Vernon Press.

Faulkner, S. (2018). Crank up the feminism: Poetic inquiry as feminist methodology. Humanities, 7(85), 1-25. https://doi.org/10.3390/h730085

Faulkner, S. L. (2017a). Faulkner writes a middle-aged ars poetica. In L. Butler-Kisbe, J. J. Guiney Yallop, M. Stewart, and S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 147-152). Lunenberg, NS: MacIntyre Purcell Publishing Inc.

Faulkner, S. (2017b). Poetry is politics: An autoethnographic poetry manifesto. International Review of Qualitative Research, 10(1), 89-96. Retrieved from https://www.academia.edu/31931941/Poetry_Is_Politics_An_Autoethnographic_Poetry_Manifesto

Faulkner, S. (2010). Poetry as method: Reporting research through verse. Walnut Creek, CA: Left Coast Press.

Faulkner, S. (2007). Concern with craft: Using ars poetica as criteria for reading research poetry. Qualitative Inquiry, 13(2), 218-234. doi:10.1177/1077800406295636

Faulkner, S. & Squillante, S. (2019). Nasty women join the hive: A nasty womanifesto invitation for white feminists. In S. Faulkner and A. Cloud (Eds.), Poetic inquiry as social justice and political response (pp. 177-188). Wilmington, DE: Vernon Press.

Fidyk, A. (2016). Wilderness, the body, poetics, and the crane: Curriculum in four parts. Journal of the Canadian Association for Curriculum Studies (JCACS), 14(1), 199-210. Retrieved from https://search-proquest com.ezproxy.library.uvic.ca/docview/1862768312?accountid=14846&pq-origsite=summon

Foster, R., Mäkelä, J., & Martusewicz, R. A. (Eds.). (2019). Art, ecojustice and education: Intersecting theories and Practices. New York: Routledge.

Franklin-Phipps, A. (2017). Possibilities and the unintended and unanticipated post qualitative researcher. Reconceptualizing Educational Research Methodology, 8(3), 16-26. doi:10.7577/rerm.2547

Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription. Qualitative Inquiry3(2), 202-221.

https://doi.org/10.1177/107780049700300204

Hall, B. (2013, July 15). A poem for the great turning. Global university network for innovation. http://www.guninetwork.org/guni-talks/poem-great-turning

Hauk, M. (2017). Matrixal snatch: Ecofractal poetic inquiry processes midwifing regenerative earth. In P. Sameshima, A. Fidyk, K. James, & C. Leggo (Eds.), Poetic inquiry: Enchantment of place (257-270). Wilmington, DE: Vernon Press.

Hurren, W. (2014). Mapwork: Atlas interrupted. In A.D. Reid et al. (Eds.), A companion to research in education (pp. 533-537). Netherlands: Springer.

Keating, A. (2009). In A. Keating (Ed.), The Gloria Anzaldúa Reader. Durham: Duke University Press. doi:10.1215/9780822391272

Lexico. (2020). Orphism. In Lexico.com.https://www.lexico.com/definition/orphism

 

Leggo, C. (2018a). Holding fast to H: Ruminations on the ARTS preconference. Artizein: Arts and Teaching Journal, 3(1), 15-25. Retrieved from: https://opensiuc.lib.siu.edu/atj/vol3/iss1/5

Leggo, C. (2018b). Poetry in the academy: A language of possibility. Canadian Journal of Education, 41(1), 69-97. Retrieved from http://go.galegroup.com.ezproxy.library.uvic.ca/ps/i.do?p=CPI&u=uvictoria&id=GALE|A538858946&v=2.1&it=r&sid=summon#

Leggo, C. (2011). Living love: Confessions of a fearful teacher. Journal of the Canadian Association for Curriculum Studies, 9(1), Article 4. Retrieved from http://pi.library.yorku.ca/ojs/index.php/jcacs/issue/view/1852/showToc

Leggo, C. (2010). Writing a life: Representation in language and image. Transnational Curriculum Inquiry, 7(2), Article 4. Retrieved from http://nitinat.library.ubc.ca/ojs/index.php.tci

Leggo, C. (2007). Tangled lines: The art of researching our lives. The Journal of Educational Thought, 41(2), 191-199. Retrieved from http://search.proquest.com.ezproxy.library.uvic.ca/docview/213795563?accountid=14846

Leggo, C. (2005). Pedagogy of the heart: Ruminations on living poetically. Journal of Educational Thought, 39(2), 175-195.

Life Writing. (2013). Life writing: Discerning truths dwelling in the heart of humanity. http://www.lifewriting.ca/home-2/lifewriting/

MacKenzie-Dawson, S. (2018). Intimate uncertainties: A mother returns to poetic inquiry. Forum: Qualitative Social Research, 19(3), Art. 11, (1-30). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/2661/4267

McKeon, M. (2019). Opening to relational responsibility with poetry. In S. Faulkner and A. Cloud (Eds.), Poetic inquiry as social justice and political response (pp. 55-64). Wilmington, DE: Vernon Press.

Meriwether, N. (2015). Documenting the Dead: Joseph Campbell and the Grateful Dead. Dead.net: The official site of the Grateful Dead. Retrieved from https://www.dead.net/features/blog/documenting-dead-joseph-campbell-and-grateful-dead

Merriam-Webster. (2020). Orphic. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/orphic

Merriam-Webster. (2020). Entrancing. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/entrancing

O’Hagan, S. (2003, June 15). American icon. The Observer: Life and Style/The Guardian. https://www.theguardian.com/theobserver/2003/jun/15/features.magazine37

Ohito, E. O. & Nyachae, T. M. (2019). Poetically poking at langauge and power: Using Black feminist poetry to conduct rigorous feminist critical discourse analysis. Qualitative Inquiry, 25(9-10), 839-850. doi:10.1215/9780822391272

Ossip, K. (2017). Why all poems are political. Retrieved from https://electricliterature.com/why-all-poems-are-political/

Owton H. (2017). Introducing poetic inquiry. Doing poetic inquiry (pp. 1-14). New York: Palgrave Macmillan.

Prendergast, M. (2020). Dwelling in the human/posthuman entanglement of poetic inquiry: Poetic missives to and from Carl Leggo. Journal of the Canadian Association of Curriculum Studies (JCACS), 17(2), 13-33. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40442/36455

Prendergast, M. (2015). Poetic Inquiry, 2007-2012: A Surrender and Catch Found Poem. Qualitative Inquiry21(8), 678–685. doi.org/10.1177/1077800414563806

Prendergast, M. (2009). Introduction: The phenomena of poetry in research: “Poem is what?” Poetic inquiry in qualitative social science research. In M. Prendergast, C. Leggo, & P. Sameshima (Eds.), Poetic inquiry: Vibrant voices in the social sciences, xix-xlii. Rotterdam: Sense Publishers.

Prendergast, M. (2006). Found poetry as literature review: Research poems on audience and performance. Qualitative Inquiry, 12(2), 369-388. doi/10.1177/1077800405284601

Prendergast, M. (2004). ‘Shaped like a question mark’: Found poems from Herbert Blau’s The Audience. Research in Drama Education, 9(1), 73-92. doi/abs/10.1080/1356978042000185920

Rajabali, A. (2017). Rhizome (re)imagined: A rhizome in the sky. Art/Research International: A Transdisciplinary Journal, 2(1), 136-152. http://dx.doi.org/10.18432/R2C626

Richardson, L. (2017). So, why poetry? Qualitative Inquiry. 1–3. doi.org/10.1177/1077800417734013

Richardson, L. (1992). The consequences of poetic representation. In C. Ellis & M. G. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 125–137). Newbury Park, CA: Sage Publications.

Saldaña, J. (2006). This is not a performance text. Qualitative Inquiry, 12(6), 1091-1098. doi:10.1177/1077800406293239

Schoone, A. (2015). Finding Maximus in fragments of playful intensity. In P. O’Connor and M. Anderson (Eds.), Applied theatre research: Radical departures (pp. 123-144). New York: Bloomsbury.

Smith, P. (1979). Frederick. Wave [track 1]. New York: Arista.

Spry, T. (2006). A “performative-I” copresence: Embodying the ethnographic turn in performance and the performative turn in ethnography. Text and Performance Quarterly, 26(4), 339-346. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10462930600828790#.UpfQEiOKRs8

Sullivan, A. M. (2002). Note from a marine biologist’s daughter: On the art and science of attention. Harvard Educational Review, 70(2), 211-227. Retrieved from http://hipatiapress.com/hpjournals/index.php/qre/article/view/373/429

Ulmer, J. B. (2017). Writing slow ontology. Qualitative Inquiry, 23(3), 201-211. doi: 10.1177/1077800416643994

Vincent, A. (2018). Is there a definition? Ruminating on poetic inquiry, strawberries, and continued growth in the field. Art/Research International: A Transdisciplinary Journal, 3(2), 48-76. Retrieved from https://journals.library.ualberta.ca/ari/index.php/ari/article/view/29356/21538

Weems, M. (2002). Public education and the imagination-intellect: I speak from the wound in my mouth. New York: Peter Lang.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax: Fernwood Publishing Co.

 

 

 

 

 

 

[1] Both of these found poems were composed from book titles, gleaned from the book spines as they lay stacked atop my desk. Authors, in order of appearance of their titles, are as follows:

1st poem: Robert Bly, Adrienne Rich, Robert Bly, Robert Bly, Octavio Paz, Robert Bly, Jane Hirshfield, Robert Bly, Opal Whitely.

2nd poem: Mathhew Zapruder, Vladimir Propf, Rainer Maria Rilke, Ruth Finnegan (Ed.), Ronald J. Pelias, Willis Barnstone, Claire Chi-ah Lyu, Robert Macfarlane, bell hooks, Muriel Rukeyser, A. Allen Brockington, Jay Parini.

 

Posted in Scholarly Papers | Leave a comment

The Personal is Political is Poetical

…a journey of living poetically in changing times, with an h/ear/t and eye to Indigenous voices, ecofeminism, and other-ways of knowing….the-personal-is-political-is-poetical….

Posted in The Personal is Political is Poetical | Leave a comment

Learning the Land: Walking and Talking in Place

What follows is the text (and references) from a “walk-n-talk” I led this past Friday, March 15, on the University of Victoria campus.

Learning the Land: Walking and Talking in Place

2019 AGES Conferences (Association of Graduate Education Students)

Weaving Connections: Collaboration and Mentoring

University of Victoria, Victoria, BC (Canada)

Hello, and welcome! Please join me as: We acknowledge with respect the Lekwungen and Sencoten speaking peoples on whose traditional territory the university stands, and the Songhees, Esquimalt, and WSÁNEĆ peoples, whose historical relationships with the land continue to this day. Thank you.

My name is Maya Borhani: I’m a doctoral student in Curriculum & Instruction, pursuing research in poetic inquiry and pedagogy, drama in education, and intersections of lifelong, community education with learning from/on the land.

This research/workshop idea springs from my praxis within several arts-based methodologies, as well as auto-bio-ethnographic and life writing, performative methods (in poetry, drama, and dance), and critical intersections of curriculum theory, eco-pedagogies, and literary poetics.

During our walk this afternoon, I hope we can discover and deepen our relationships to and with the land around us. We will focus on heightening senses other than sight, pause for silent reflection, write, collaborate, and consider ways in which we might come to know the places where we live, work, and play more intimately. While walking, we will inquire into “the narrative nature of our worlds” (personal communication, Margaret McKeon, March 2018), and our experiences with, on, and in the land.

This idea of narratives of/on the land—the earth—and by extension, our lives lived upon the land, is, for me, a lifelong ontological commitment and epistemological imperative, expanding our idea of “story” away from that of the merely human, into other-than/more-than-human worlds, including that of the land itself.

My inquiries arise from the soil and roots of my own settler-newcomer/Iranian immigrant presence and ancestries in this place (and in Northern California, where I am from), as well as from living in a (post)colonial world in places that are still, yet, “place(s) of colonization” (McKeon, 2018), decolonizing and yet/still (re)colonizing simultaneously. Although much has been written by Indigenous scholars and from decolonizing perspectives on the subject of our relationships to land (McKeon, 2018), less work has been undertaken by non-Indigenous scholars on this subject.

My scholarly positioning rests in my passionate interest in cross-curricular/cross-fertilizing intersections between Western epistemological thought and Indigenous ways-of-knowing, between literary and oral cultures, between mythopoetics and deep ecology, between body/mind, heart/brain, and my own deeply rooted connection with and to the earth.

Today’s “walk-n-talk” method is modeled on the idea of a walking methodology (Ingold, 2008): paying close attention as we go: a pedagogy of listening to, and learning from and with, the land. When we listen to the land, we begin to approach, respectfully, the “wisdom that sits in places” (Basso, 1996), and to develop a critical awareness (eyes, ears, senses) for other ways of knowing and being.

Why does any of this matter? How do such concerns intersect with the panoply of daily life? What insights come while walking? What is the pedagogy of paying close attention? What can we learn from listening to the land? Can these insights be applied wherever we travel on this great earth, fostering an expanded praxis of stewardship and sustainable practices, ethos of care, conservation, and consciousness for all-ways-of-knowing?

I believe so, and thus, the impetus for our critical eco-pedagogical “walk-n-talk.” We’re going to practice moments of contemplation, the art of “living inquiry” (Meyer, 2010), or attunement to natural and material elements of the world around (within) you; we’re going to stop for a simple poetry writing practice (centered in our natural surroundings), and wrap up with a creative drama exercise, before we walk back to the SUB for 5:30 sessions!

So now let’s take our walk—walking, talking, breathing and learning with and from the land all around us, under our feet, in the sky above us—while learning/practicing new (old) ways of noticing and attending; what ethnographer Tim Ingold calls a “sophisticated perceptual awareness” (2000), cultivating “a direct and sensuous engagement with the world” (Chambers, 2008, p. 121).

Suggestions while walking:

  • Walk off pavement as much as possible
  • Please look, LISTEN, observe, SMELL, touch, notice: Try not to talk . . .

 

After our return from the walk, poetry writing, and “tableaux” drama exercises:

Conclusion: So how do we make room in our busy lives for deep (if momentary) engagement with land? Chances are, you probably already are (without thinking consciously about it): on walks to work, on the bus while looking out the window, if you’re noticing little things on the sidewalk, or in the branches of the trees, up above your head in clouds rolling by, then you’re paying close attention and coming into a literacy with the land. Just like we did, in our (somewhat brisk-paced!) meander across campus, in stopping to close our eyes and listen to the world around us; in choosing to stop for poetry (this is huge, politically and personally!); and perhaps best of all, for playing with drama, and each other, in a forested field where many other-than-humans could see, hear, witness and be a part of our unfolding drama of life on this great green-blue marble orbiting our sun. Thanks for joining me and taking part.

“When did our walk begin? When will it ever end? . . . Life itself is as much a long walk as it is a long conversation, and the ways along which we walk are those along which we live. . . walking is a profoundly social activity: that in their timings, rhythms, and inflections, the feet respond as much as does the voice to the presence and activity of others. Social relations . . . are not enacted in situ but are paced out along the ground” (Ingold & Vergunst, 2008, p. 1).

Selected Quotations from the Walk:

On Walking:

 “[W]alking comprises a suite of bodily performances that include observing, monitoring, remembering, listening, touching, crouching and climbing. And it is through these performances, along the way, that . . . knowledge is forged” (Ingold & Vergunst, 2008, p. 5).

“[W]alking is an accomplishment of the whole body in motion . . . we tend to forget that the body itself is grounded in movement. Walking is not just what a body does; it is what a body is. . . walking [is] . . . thinking in movement [and] ‘foundational to being in a body’” (Ingold & Vergunst, 2008, pp. 2-3).[i]

“Movement . . . is not adjunct to knowledge, as it is in the educational theory that underwrites classroom practice. Rather, the movement of walking is itself a way of knowing. A knowledgeable person is distinguished from a novice not by the sheer amount of information packed into his or her head—information that would in any case be perpetually obsolescent in an ever-changing environment—but by observational acuity and an awareness of the consequences of actions” (Ingold & Vergunst, 2008, p. 5).

On Place:

 “We describe the agency of place as a ‘call.’ Because place is more-than-human engagement, its call is unusual—it is not like a calling to a faith or profession, but rather a summons to encounter, dialogue, and relationship among the humans and nonhumans who share the landscape” (Larsen & Johnson, 2017, pp. 1-2).

“In 1917 the sociologist and philosopher Max Weber named ‘disenchantment’ as the distinctive injury of modernity. He defined disenchantment as ‘the knowledge or belief that . . . there are no mysterious incalculable forces that come into play, but rather that one can, in principle, master all things by calculation’ . . . It found its expressions not just in human behavior and policy – including the general impulse to control nature – but also in emotional response. Weber noted that widespread reduction of ‘wonder’ (for him the hallmark of enchantment, and in which state we are comfortable with not-knowing) and the corresponding expansion of ‘will’ (for him the hallmark of disenchantment, and in which state we are avid for authority). In modernity, mastery usurped mystery” (Macfarlane, 2015, pp. 24-25).

“In May 2015, Oxford University Press revealed its ‘children’s word of the year’ to be hashtag. OUP had chosen the words based on its analysis of more than 120,000 short stories by children aged between five and thirteen years, submitted to the BBC’s ‘500 Words’ competition . . .

“’Nature words’ were present in the stories, but infrequently. Out of a total corpus of 53 million words, oak was the most popular natural term, though hardly ubiquitous (3,975 usages) . . . Down at the lower end, heading for extinction, were acorn (293 usages), buttercup (168), blackbird (167) and conker (155). As OUP concluded, ‘the stories showed new technology to be increasingly at the centre of children’s lives’, and their finding confirmed to me the need to keep the language of the living world alive in the mouths and mind’s eye of young people. Technology is miraculous, but so too is nature—and this aspect of the world’s wonder seems under threat of erasure in children’s narratives, dreams and plots” (Macfarlane, 2015, pp. 344-345).

On Play/”Play” (Drama):

 “Play is integral for reveling in embodied, more-than-cognitive ways of knowing and cultivating ecological imagination through “attentive practices of thought, love, rage and care” (Haraway, 2016, p. 56)” (Flynn & Reed, 2019, pp. 134-135).

 “[T]he three elements of place, the play, and the people (actors and audience) interrelate and illuminate one another in moving and provocative ways. Time allows these elements to coexist and converse, creating an experience that engages imagination and emotion in an intensified inhabiting of place. Unifying artistic, ecological, and historical sensitivity to a specific locale, the project fosters a richly embodied, lived experience of landscape . . . this heightened experience can lead to a new awareness of the natural environment and of our ethical responsibility to it” (Popov, 2019, p. 82).

 “Imagination is an agentive perception that bridges inner and outer worlds (Abram, 1996) and the space in which creative critical thinking occurs (Sewall, 1999). Cultivating an ecological imagination is a process of becoming through sensually perceived realities, drawing from times before and after, allowing liminal affects to be incorporated into ideas and thoughts that might become embodied realities” (Flynn & Reed, 2019, p. 134).

 

The following reference list breaks from traditional APA format by including mention of Margaret McKeon, doctoral scholar and poet at the University of British Columbia, Vancouver, whose workshop on walking with and writing the land at the 6th Biennial International Symposium on Poetic Inquiry in November, 2017, inspired the conception of this walking, writing, and dramatizing with the land workshop. Thank you, Margaret. 

References

Basso, K. (1996). Wisdom sits in places. Albuquerque, NM: University of New Mexico Press.

Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place. Journal for Canadian Association of Curriculum Studies, 6(2), 113-128.

Flynn, A. and Reed, A. (2019). Building ecological ontologies: EcoJustice education becoming with(in) art-science activism. In Art, ecojustice, and education: Intersecting theories and practices (R. Foster, J. Makela, and R. A. Martusewicz (Eds.), 124-140.

Haraway, D. (2016). Staying with the trouble: Making kin in the chthulucene. Durham, UK: Duke University Press.

Heidegger, M. (1971). “ . . . Poetically Man Dwells . . . “ Poetry, language, thought, A. Hofstadler (Trans.), pp. 213-228. New York: Harper & Row.

Ingold, T. and Vergunst, J. L. (2008). Introduction. In Ways of walking: ethnography and practice on foot, T. Ingold and J. L. Vergunst (Eds.), 1-19. Hampshire, UK: Ashgate Publishing Limited.

Larsen, S. C. and Johnson, J. T. (2017). Introduction. Being together in place: Indigenous coexistence in a more than human world, S. C. Larsen & J. T. Johnson (Eds.), 1-22. Minneapolis: University of Minnesota Press.

Macfarlane, R. (2016). Landmarks. London: Penguin.

McKeon, M. (2017). Centring land in poetic practice to explore reconciliation. Unpublished doctoral research statement, Margaret McKeon, personal communication, March 15, 2018.

Meyer, K. (2010). Living inquiry: Me, my self, and other. Journal of Curriculum Theorizing, 26(1), 85-96.

Popov, B. (2019). The Uncle Vanya project: Performance, landscape, and time. In Art, ecojustice, and education: Intersecting theories and practices (R. Foster, J. Makela, and R. A. Martusewicz (Eds.), 82-94.

 

Endnote:

[1] Sheets-Johnstone (1999), p. 494—‘foundational to being in a body’—as cited in Ingold & Vergunst (2008).

Posted in Home | Leave a comment

In the Era of the Idiot (not Genius)

In the era of the idiot

who self-proclaims

as genius

truth writhes, suspect, on a greasy floor

sex parades as offense, forgetting

tendresse, hands held in mutual

adoration, eyes held in a shared

embrace. Nuclear annihilation once

banned, for the children’s sake,

threatens a new generation of innocents

while elders wring their hands, eyes

cast downward too afraid to speak

to lie down in the streets and say

no more — no more will we surface

lies or the bellicose gyrations

of a madman posing as world leader

impotent and petulant in his playpen

thinking the world his alone to destroy —

and don’t even get me started on

national parks, oil drilling off coastlines,

sacred sites desacralized and turned into commodity,

profit, profane younger brother of progress,

the world dying, even as it is being reborn,

and we sit around doing nothing

day after day, waiting for what?

In the era of the idiot who is the farthest

thing from genius, lacking imagination

to rule with just kindness, with a generous

heart or hands skilled enough to know

the difference between TV fame and reality,

the real world, the dying world, the poisoned

living breathing world, all other imaginations

are threatened, squashed beneath the single story*,

the lying truth that masquerades as bully,

the lackluster tin glare of glitter

beneath the deeply reflective solid gold of society

shining silently in its untracked path through a deafening snow.

 

 

*Chimamanda Ngozi Adichie – “The Danger of a Single Story” – TED Talk 2009, Oxford

Posted in Poems.2 | Leave a comment

Living as we go

What leads you on

Wakes you in the night

What calls your name

When no one else can hear

What follows you

That even you cannot see…

 

Follow that star.

 

There is no one’s life but your own

Seize every fiber

Every feather and force

That weaves around you

A light

A guide

A way

Posted in Poems.2 | Leave a comment

Harvest Revels

The earth tips her northern face imperceptibly
away from the sun, glorious sun, her
peek-a-boo partner in shadow-play,
unfurling the spokes of May the other way,
wheel turning to fallow fields, the darkness of winter days.

Sheaves of green, gold and red line the storeroom walls,
a new moon lately fallen, acorns gleaned from dry ground.
Apples, grapes and wine, manzanita cider,
quince and honey, mugwort and vervain, harvest home,
harvest home, we merrily sing our harvest home.

Spiral dancing with my twin, hobby horse between us,
Lords and Ladies, bawdy maids, Sun and Moon join too.
A peaceful giant, two ravens, Corn Dolly three,
musicians to spark the reverie,
we wend our way through Sherwood Forests of today.

 

 

Posted in Poems.2 | Leave a comment

The Tabla and The Sitar (For Robert Bly)

When Robert’s delicate white hand dances with the air

translating every note into the flight of birds,

nuances of the sitar’s song sigh and slip away

and the tabla’s softest beats tremble with love, longing

for this mirror coaxing their darkest flowers to sing.

 

-mtborhani2014

Posted in Poems.2 | Leave a comment

Trance Mission (I)

Sell me a clip-on identity, something

I can find on the cheap

an elegant chapeau

a deal on the lam

a rendezvous with the double

the alternate the other

one who inhabits all the places

not fit for decent company

the vehicle to my shame

the top of the Mark

cross-continental, multi-generational,

every color in the book.

What is the cost of

an elegant chapeau,

a hat, a tie, a suit of chintz

really? No price too high

no bargain too cheap

better yet no haggle

too worthless to apply some grit

the song in the exchange

is everything

 

What can the streets entertain these days

prompting sorrow and nonchalance

big bankers going their way

and journalists gone missing

but a strange hum, probably insects,

aligns itself with mating habits

of loons, and doors fill with confetti

a parade of water buffalo and elephants,

something to celebrate.

On with the show,

off with their heads,

the circus of bread and puppets

renews, the 21st century jamboree

jamberry, razzlematazzberry and shim sham pizzaz

 

Tell me something I can’t understand

the weight of a cloud

the density of dream

then offer me something I know

well, like dust in the road,

the back of my hand

a shiny coin in the blue sea

at the bottom of the fountain,

the coin floats aimlessly into chorus

with copper and tin, the loud echo

of its fall

and Edith Piaf sings

the music of the spheres

captured in blue tones

the weight of absolute

the undulating sea

 

-mtborhani2014

Posted in Poems.2 | Leave a comment

Halfway Around the Barn*

 

Why’d you have to go

halfway ‘round the barn

to say it?

 

Say it simply, say it well

but don’t forget the journey

 

stories brought back to tell

what we found

 

halfway around the barn.

Maybe not the story we came to tell.

 

Maybe better, we might leave

the first thing behind,

 

and follow what’s found

halfway ‘round the barn.

 

            ~ mtborhani2014

 

 

*After a remark made by Linda Gregg, to Jack Gilbert, about going “halfway around the barn” to say what he wanted to say in one of his poems. (From a retrospective interview/article in The Sun, 2013.)

 

Posted in Poems.2 | Leave a comment

From California, to the New York Islands

The story of living poetically never ceases.

Underneath the street, the dirty sidewalks and paving stones

streams run through the night, carving a path

for the unseen, the worried and lauded, memory

found underground in hidden aquifers, meaning

transported on waves of fluid, molten current

cooling the earth, electrifying

rivers of sound

words, architecture, strands

of web and warp and weft,

all things glittering from the minds

of people, stones, plants, and stars,

water, earth, mineral, sky,

a city that never sleeps

a forest where the wild iris

pushes up through hard winter dirt

petals arched to the familiar sun

curved white river flowing

into the endless sky.

Posted in Poems.2 | Leave a comment