Mapping Common Grounds Between Mother and Child: A Response to Alyssa Niccolini

In this short response, I connect my own mother-daughter story to Nicollini\u27s article. Drawing on Silin and Stewart, I consider the ways that vulnerabilities lead to expression and a fluency of thought. In particular, how Covid-19 draws out affective intensities that lead to compositions. Inspired by Nicollini\u27s honest and brave framing of her anxieties about her child, I reflected on a similar sense of fear and deep sadness years ago, at a different time and place

Alone-together:intergenerational mapping of digital and analogue spaces of self

The project featured in this article experiments with mapping methods as part of a research-creation approach to exploring spaces, times, and movements within materialisations of self. Bringing together adults and children across two cities during lockdown, the project problematises a stance on ‘learning loss’ during the pandemic and instead focuses on the potential of the experiential blurriness of analogue and digital spaces. Rather than seeking to control and structure online learning – thereby denying and limiting its possibilities, explorations, and senses of self – three researchers set out on a speculative approach that acknowledges the dynamic complexity of physical and virtual ways of knowing and being. The article discusses the affordances and challenges that the methodology offers and concludes with the broader implications of this research for reimagined post-pandemic pedagogies. In the end, we advocate for mapping as a way of generously creating spaces and activating meaning-making in diverse learning contexts

Alone-Together: Shelves as Intergenerational Maps of Sense-Laden, Relational, Multimodal Pedagogies

Engaging with the concept of sensory shelfies, this essay exhibits how children and adults move across and between sounds, images and objects to make meaning and to tell stories. We glance beyond boundaries and imagine the notion of the shelf as an ongoing mapping of self where layers of experience enmesh and superimpose, and where our sense of self unfolds in the in-between, liminal spaces. These twelve shelves multimodally depict the porosity and fissures that opened up as we moved fluidly between online-offline spaces alone-together. Putting into practice an experimental and speculative approach to our research (Truman et al, 2020; Springgay and Truman, 2018), we argue for these methods as pedagogies that engage with the dynamic complexity of spaces of self. The point of departure for this researc