ABSTRACT
In this haecceity, I end without ending. I partly agree with Ben Highmore (2010, p. 135) when he writes that a ‘commitment to descriptive entanglement is hard to sustain for long and harder still to shape into academic conclusions’. I feel I could keep on entangling, and indeed I do, a little. But I agree that academic conclusions are hard to gather from threads which complexify. In this haecceity, I discuss becoming an academic and possibilities for enhancing my capacities to affect and be affected. Further to this, I forward contributions of the thesis as being an example of what living with theory and environing education might teach, and as a form of writing-as-inquiry that explores living ethically in the face of environmental concern on a post-environmental immanent plane: a protean post-ecobiography.
