rural subjectivities, specifically in the U.S.human-environment interactions, specifically involving phenomenological approaches/attention to sensory perception and aestheticsnarrative narrative narrativehow/when/where certain kinds of knowledge come to be authoritative--and how/when/where/why certain kinds of knowledge are NOT authoritative in some settings when they are in broader society (i.e. hegemonic discourses and knowledge discounted in certain settings/milieus)--an easy example of this is if one were to conduct research on anti-vaxxers and really try to understand their interpretation of why conventional science shouldn’t be trusted, though I’m not necessarily interested in vaccinations/anti-vaxxers specificallytemporal orientations; how people reconcile contrasting temporal scales, e.g. that of human experience and of geologic/climate changes, or how conceptualized time scales shape someone’s experience of the prospect of something like “abrupt climate change”experience (sensory, what something FEELS like, and the narratives/discourse through which people interpret their experience and others’ experience)practice, performativity, embodiment...the politics of these things, but also the poeticsstriving to understand the logics of those whose points of view we (academics, politically “liberal”/”left”, etc.) may consider undesirable or wrong--by what logics do they come to their own understandings of the world or interpretations of an idea, phenomena, thing.education, both formal and informal--how/when/where do people learn? (very broadly speaking, not just book knowledge, also body knowledge), how can we teach more effectively? what is it that we actually want to/need to teach? what kinds of knowledge could we benefit from acknowledging?
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