Poststructural theories problematize taken-for-granted humanist notions of the subject as capable of self-knowledge and self-articulation while simultaneously providing a rationale for incorporating the personal into research. The body, emotions, and lived experience become texts to be written and read in autoethnography. However, a paradox arises for poststructural autoethnography in that autoethnographic research presumes that subjects can speak for themselves, whereas poststructuralism disrupts this presumption and stresses the (im)possibilities of writing the self. This article explores the work of pivotal French poststructuralists—Foucault, Barthes, Derrida, and Cixous—as they write themselves and put those selves under erasure in writing. The author identifies the implications for a reconfigured poststructural autoethnography, tracing textual strategies that evoke fractured, fragmented subjectivities and provoke discontinuity, displacement, and estrangement. In poststructural autoethnography, the writing writes the writer as a complex (im)possible subject in a world where (self) knowledge can only ever be tentative, contingent, and situated.

Reflexivity involves turning one’s reflexive gaze on discourse—turning language back on itself to see the work it does in constituting the world. The subject/researcher sees simultaneously the object of her or his gaze and the means by which the object (which may include oneself as subject) is being constituted. The consciousness of self that reflexive writing sometimes entails may be seen to slip inadvertently into constituting the very (real) self that seems to contradict a focus on the constitutive power of discourse. This article explores this site of slippage and of ambivalence. In a collective biography on the topic of reflexivity, the authors tell and write stories about reflexivity and in a doubled reflexive arc, examine themselves at work during the workshop. Examining their own memories and reflexive practices, they explore this place of slippage and provide theoretical and practical insight into “what is going on” in reflexive research and writing.

Emerging posthuman paradigms are beginning to influence approaches to educational research and pedagogy, including the ‘common worlds’ investigations of relations among children and wild animals in early childhood settings. This paper turns to child-animal encounters in a secondary school wetlands project to explore some of the implications of posthumanism for environmental education. It explores how singular encounters with wild animals – a swamp hen, a turtle and an eel – became pivot points for young people’ s affective and creative engagement with the site and emerging issues of environmental responsibility, sustainability and urban land and water management. Though initially the neighbourhood lagoon in the middle of a new housing development seemed to be a tenuous, degraded and domesticated wetland, the students and their teachers began an inquiry into the deep interconnectedness of the site with natural waterways, the animals that move through them, and themselves. Open-ended interdisciplinary inquiries enabled students to choose a range of modes of response including a rap song about the ‘rescue’ of a swamp hen, a picture book that documented the passage of eels from the Pacific to the urban wetland and a dance about a dead turtle.