This dissertation examines end-of-world and posthumanist themes in speculative fiction and theory through the concept of “world unmaking.” Reading for world unmaking in three popular U.S. works of speculative fiction — Samuel R. Delany’s Dhalgren (1974), Jeff VanderMeer’s Annihilation (2014), and N. K. Jemisin’s the Broken Earth Trilogy (2015-17) — it explores how varying representations of “the end” are deployed to destabilize normative ideals of the human and the world that undergird conventional notions of the subject under late liberal humanism. While much attention has been paid to world building and how inherent logics cohere within fictional worlds, world unmaking asks how representations of world disorder, instability, and breakdown might hold important insights for narrating and navigating disordered worlds. Contemporary posthumanist critical theorists increasingly vie for speculative practices that disrupt the inherited onto-epistemologies of liberal humanisms and settler colonialisms. In particular, new materialists and speculative realists argue urgent work must be done to expand thought beyond naturalized and neutralized discourses that subtend conventional versions of reality, especially as the pressures of multiple ecological and geopolitical crises bear down unequally upon the lives of both humans and nonhumans on a shared planet Earth. The rise in popularity of post-apocalyptic, eco-catastrophe, and survival narratives in recent decades suggests a growing appetite for speculative imaginings of the end. While some representations of the end of the world serve as an escape from the intersecting crises of the environment, the resurgence of right-wing politics and white supremacy, and the ongoing violence of settler colonialism, this dissertation illustrates the importance of attending to speculative imaginings that use the end-of-the-world conceit to destabilize dominant culture and pose more expansive questions about what it means to be human. / Graduate / 2022-04-19

Thesis advisor: Elizabeth Kowaleski-Wallace / This dissertation explores what a new materialist line of thinking can offer the study of eighteenth-century Irish and British literature. It sees specific objects that were considered indicative of eighteenth-century Irish identity—coins, mantles, flax, and spinning wheels—as actively indexing and shaping the formal development of Irish character in fiction, from Jonathan Swift to Sydney Owenson. Through these objects, I trace and analyze the material origin stories of two eighteenth-century discursive phenomena: the developments of Irish national character and Irish literary character. First, in the wake of colonial domination, the unique features and uses of objects like coins bearing the Hibernian typeface, mantles, and flax helped formulate a new imperial definition of Irish national character as subdued, raced, and, crucially, feminine. Meanwhile, material processes such as impressing coins or spinning flax for linen shaped ways of conceiving an interiorized deep subjectivity in Irish fiction during the rise of the individual in late eighteenth-century ideology. Revising recent models of character depth and interiority that take English novel forms as their starting point (Deidre Lynch’s in particular), I show how Ireland’s particular material and colonial contexts demonstrate the need to refit the dominant, Anglocentric understanding of deep character and novel development. These four material objects structure Irish character’s gradual interiorization, but, unlike the English model, they highlight a politically resistant, inaccessible depth in Irish character that is shadowed by gendered, colonial violence. I show how, although ostensibly inert, insignificant, or domestic, these objects invoke Ireland’s violent history through their material realities—such as the way a coin was minted, when a mantle was worn, or how flax was prepared for spinning—which then impacts the very form of Irish characters in literary texts. My readings of these objects and their literary manifestations challenge the idea of the inviolable narrative and defend the aesthetics and complexity of Irish characters in the long eighteenth century. In the case of particular texts, I also consider how these objects’ agency challenges the ideology of Britain’s imperial paternalism. I suggest that feminized Irish objects can be feminist in their resistant materiality, shaping forms of Irish deep character that subvert the colonial gaze. Using Ireland as a case study, this dissertation demonstrates how theories of character and subjectivity must be grounded in specific political, material contexts while arguing that a deeper engagement with Irish materiality leads to a better understanding of Irish character’s gendering for feminist and postcolonial analysis. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: English.

Indiana University-Purdue University Indianapolis (IUPUI) / This project endeavors to move beyond traditional conceptualizations of voice in conventional qualitative research and instead focuses on embodied, liminal experiences of Latina adolescents, the intersections of identity, gender, spirituality, ethnicity, etc., how these junctures broadly impact mental health, and more specifically, how we perceive mental health and well-being within educational institutions. The study draws upon an intervention pilot study that sought to increase resiliency and self-mastery in Latino adolescents while simultaneously reducing their depressive symptoms. However, this project aims to take these findings and focus upon the complex and multiple factors that influence depression, including citizenship status, trauma in crossing the border from Mexico into the United States, and racial and gendered oppression specific to the experiences of Latina adolescent immigrants. Thus, this project explores ways in which four Latina adolescents make sense of their lived experiences through a critical feminist theoretical framework that integrates post/anti colonial feminism. The framework provides a nuanced conceptualization of power, oppression, and marginalization that creates opportunities to explore alternative notions of thinking that encourages new paths to transform interdisciplinary, university, community, and family relationships surrounding mental health concerns within educational institutions. Finally, theory, research, epistemology, and ontology are interwoven to inform a methodology that is fluid, interchanging, and always becoming.

Historical dress as a museum theater and research process encompasses material, technological, and cultural experiences from the past in the present. This research examines how intimate experiences with heritage materials, processes, and environments may impact development of educator pedagogy. Historical attractions in the US draw visitors due in part to providing guests with context for the objects and built environments displayed. New Materialist theory offers insights into how inanimate objects and environments "teach" human and non-human entities in their own right. Using a New Materialist lens, I observed, interviewed, and conducted participant observations through a novel research methodology, intra-active narrative inquiry, with costumed museum educators to better discern how relations between humans and historical materials intra-act as embodied experiences of object knowledge in museum pedagogy.

Yes / This paper develops a performative theory of resistance. It uses Judith Butler’s and Karen Barad’s theories of performativity to explore how resistance (to organisational strategies and policies) and resistants (those who resist such strategies and policies) co-emerge, within and through complex intra-actions of entangled discourses, materialities, affect and space/time. The paper uses empirical materials from a case study of the implementation of a talent management strategy. We analyse interviews with the senior managers charged with implementing the strategy, the influence of material, non-sentient actors, and the experiences of the researchers when carrying out the interviews. This leads to a theory that resistance and resistants emerge in moment-to-moment co-constitutive moves that may be invoked when identity or self is put in jeopardy. Resistance, we suggest, is the power (residing with resistants) to say ‘no’ to organizational requirements that would otherwise threaten to render the self abject.

Abstract Embodied evolves around the tactility of the present body, in relation to the eternal absence and the perishability of itself end the world that surrounds it. I work with ceramic sculpture, where the body in relation to the material and the world is both my theme and my method. The body is always present and a basic condition to experience and make objects; it is the subject, the objectand the execution in my work. The written part of my examwork is based on my process and studiowork.

No. 1-2-3-4! (Motoric Key) consist of a weave series and a printed edition. Each piece with the outline 21x21 cm, a size similar to a hand, or a handkerchief, generic in the relation to a blueprint of a weave sample or a leaflet; a utilitarian object to use and be used. An economical outline that enables a mobility and simplicity of direction. A one made as one, one, one, through two years. A handkerchief tool. Potential efficiency, tunes and characters, stating the importance of listening as a way of working.

The rapid and radical integration of artificially intelligent (non)human beings into public and private life has reshaped humans' everyday interactions in varied spaces, from the medical examination room to the bedroom. I contend that it is humanity's charge to agitate an onto-epistemological shift toward a post-anthropocentric future grounded in existential equality between all beings. A shift toward better ways of being and knowing is accomplished through a new materialist and decolonial intervention in (non)human subjectivities which require that humans commit to: 1) divest from western-rational discourses binding agency and intimacy to the corporeal body and 2) (re)locate intimacy in the (in)corporeal communion of the soul and spirit to establish harmonious techno-human affinities. I submit Her and Ex Machina, science fiction films and cultural artifacts, as case studies depicting decolonial futures which create discursive space to interrogate western-rational onto-epistemologies, critique colonial hegemonies, and (re)define subjectivity to include all thinking, feeling beings.

Learning beyond classrooms is becoming more common in formal and non-formal education internationally. Research on outdoor learning and education has focussed on barriers, outcomes, and equity rather than processes or teachers' practice. Despite claims around the importance of natural and outdoor places in education, the ways in which teachers consider and use particular places in preparing for and teaching outdoors is not well understood. Despite calls to do so, non-anthropocentric, posthumanist, and new materialist place theories remain under-utilised in empirical research in this area. Notably, there are only a handful of studies that include any reference to teachers' views or practices with respect to the role of more-than-human elements. The aim of this thesis was to find out from teachers themselves when and how more-than-human elements became harnessed into the planning and enactment of curricula for outdoor learning. A multicase study was employed to inquire into the practice of five in-service school teachers based on place-responsive methods, namely, walking interviews and memory-box interviews. Drawing on postqualitative orientations to analysis, Deleuzoguattarian inspired vignettes produced four findings. In different ways, these teachers' practice emerged through (1) their ability to notice the more-than-human, (2) attending to how their learners noticed and responded to the more-than-human in educational experiences, (3) seeking to become more attuned to the places visited, and (4) supporting the assembling of material, discursive, human, and more-than-human elements together in curriculum making. Implications for teacher education and in-service practice that encourage consideration of the more-than-human in educational practice are signposted. The thesis' contribution provokes new considerations of how outdoor educational provision can be re-oriented to include more-than-human elements. These contributions may be significant in supporting education that could improve human environment relations and address environmental concerns.

abstract: This dissertation is an examination of a modernist desire to construct future materiality via material language, which represents a desire to overcome biology and the biological body. As such, modernist discourses of material language must be understood within their broader historical context, as these textual constructs developed against a cultural backdrop replete with eugenicist ideologies. Modernists wielded discourses of material language to determine via cultural reproduction which futures might materialize, as well as which bodies could occupy those futures and in what capacities. This dissertation argues that these modernist constructs contain their own failure in their antibiologism and their refusal to acknowledge the agency of corporeal materiality before them. Unlike language, the body expresses biopower through its material (re)productivity—its corpo-reality—which, though it can be shaped and repressed by discourse, persistently ruptures through the restraints of eugenicist ideologies and the autonomous liberal model of white masculine embodiment they uphold. This work analyses sexually marginalized bodies in texts by Mina Loy, Djuna Barnes, Nathanael West, and Ernest Hemingway that, through their insistently persistent biological materiality, disrupt modernist discourses of material language that offer no future for feminine, queer, and disabled corporeality. By exploring how intersecting issues of gender, sexuality, and disability complicate theories of language’s materiality in modern American literature, this dissertation brings attention to writers and texts that challenge broader attempts in the early decades of the twentieth century to subvert the biological body through eugenicist projects of cultural reproduction. / Dissertation/Thesis / Doctoral Dissertation English 2019