ABSTRACT
This chapter discusses intervening and intervention(s) with the narrative from Harriet. The word interventionist, in US educational research, is often associated with philosophical perspectives in special education teaching and research and/or more recently in “response to intervention” (RTI) literacy practices in US elementary schools where children are sorted by reading levels and abilities and then given direct, explicit instruction or interventions often detached from books, poetry, songs, and other “authentic” forms of literacies. The dictionary definitions of intervene provided open (and between) space(s) to (re)imagine and (re)think. The learning happened in the relationships between, or the e/intervening between, mindbodies. This type of mindbodies pedagogy, a speculative pedagogy in a lively world of materiality, involves different e/interventions. E/intervening is an ethics of always already being in-between – between both relevant and irrelevant. E/intervening is about the in-betweenness of the world be(com)ing, making, shaping, and creating together.
