My work is located at the intersection of socio-spatial theory and politics. I am particularly interested in how space or sites, are bound up in and shape the production of subjectivities, bodies, practices, and discourses. At the empirical level, I focus on everyday life and the seemingly mundane practices that constitute it. Previous research projects focused on art-science collaborations and how they unfold in the lab or the studio and what effects they have on the participants and the ways they go about their work. I am now researching how experiential curriculum—linking classroom learning to school gardens and their wider ecologies—shapes the subjectivities of low-income children and teaching staff. This research seeks to explore a level of being where the collaborative focus of experiential education shapes a child’s subjectivity, now able to meet the ethical demands of a world of “others” including not only humans but also the non-human world.
2015 “School Gardens as Sites for Forging Progressive Socio-Ecological Futures,” Annals of the Association of American Geographers, special issue, 105(2): 407-415 (S. Moore, J. Wilson, S. Kelly-Richards, S.A. Marston)
2015 “The Art of Socio-Ecological Transformation,” Annals of the Association of American Geographers, special issue, 105(2): 331-341 (H. Hawkins, S.A. Marston, M. Ingram and E. Straughan)
2015 “One Sinister Hurricane: Rethinking Collaborative Visualization,” Annals of the Association of American Geographers, 105(3): 1-16 (K. Woodward, JP Jones, L Vigdor, H. Hawkins, S.A. Marston and D. Dixon)