About Sallie Marston
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. My most recent research projects focus on art-science collaborations and how they unfold in the lab or the studio and what effects they have on the participants who constitute them and the ways they go about their work. I am also examining 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 subjectivity able to meet the ethical demands of a world of “others”.
Areas of Study
Art-Science: Collaborations, Bodies and Environments
(funded by National Science Foundation and the Arts and Humanities Research Council)
Despite a modern-day institutional compartmentalization that seeks to distance the arts – and the humanities of which they are a part – from the natural sciences, they revolve within a shared history characterized as much by negotiation, mutual learning, and symbiosis as by pronouncements of fundamental difference. And, it is the recognition of this shared history, as well as a desire to draw upon it as both intellectual resource and source material, that helps drive the emergence of what has been termed the 'new Leonardos' (Malina 2001) – a loosely-held movement that thrives upon the collaboration between artists and scientists. Engagingly diverse with respect to the mechanics and goals of the collaborative process, what holds these efforts together is the felt need to conceptualize and work through the disciplinary repercussions of compartmentalization.
It is our intent to explore and learn from this collaborative endeavor, drawing out its impulses, philosophies, products and wider intellectual and public import.
The Community and School Garden Project
(funded in part by the Colleges of SBS and Science and the UA Graduate College as well as numerous foundations and donors including the Stranahan Foundation, the Thomas R. Brown Foundation, and the Zuckerman Family Foundation.)
The community and school garden workshop is an opportunity for motivated and self-directed University of Artizona undergrduate and graduate students to participate in the growing school and community garden movement. The Community and School Garden Program team includes Morgan Apicella, Michelle Coe, Joseph Patton, Becky Patterson-Markowitz and Moses Thompson as well as the Southern Arizona Community Food Bank. Available for credit as a workshop style course, it enables University of Arizona students to assist Tucson teachers and community organizations in establishing and maintaining gardens for pedagogical purposes as well as nutritional ones.
Social Theory, Political and Cultural Geography, Critical Methodology
Ph.D. Geography, University of Colorado, May 1986
M.A. Geography, University of Colorado, August 1982
A.B. Geography and Psychology, Clark University, December, 1974
Geog 210 Political and Cultural Geography of Globalization
Geog 340H Cultural Geography: "The Wire"
Geog 407/507 The American Landscape
Geog 497F/597F Community and School Garden Workshop
Geog 696H Political Geography
Geog 696C Cultural Geography
Geog 658 Critical Methodological Practice