{"title":"Diffracting early childhood teachers’ culture stories","authors":"Sonja Arndt, Clare Bartholomaeus","doi":"10.7577/rerm.5237","DOIUrl":"https://doi.org/10.7577/rerm.5237","url":null,"abstract":"Teachers’ cultures impact on their orientations to diversity and pedagogical practices. However, limited attention is given to early childhood teachers’ cultures in research and practice. Informed by Barad’s notions of diffraction and intra-action, we reimagine research methodologies as critical in shaping research on what culture does or how it works for teachers and their culture stories. Turning and re-turning to diffractively engage with teachers’ culture stories in an exploratory Australian project, this paper pushes the boundaries of conceptualisations of research. It elevates the ways in which research methodologies, like culture, are always re-iterative, contingent and responsive to their relational context.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"78 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On following and becoming a follower","authors":"M. Brewster","doi":"10.7577/rerm.4871","DOIUrl":"https://doi.org/10.7577/rerm.4871","url":null,"abstract":"This paper uses phenomenological analysis to consider the phenomenon of becoming a follower. The data includes my field notes from mediated encounters with three of the most-subscribed YouTube content creators, as well as my personal recollections about these experiences, which are interspersed as event memories throughout my notes. Analyzing my event memories of these encounters enables me to follow my affective relationship to these YouTubers and their content, to untangle some of these knobby multiplicities and map the possibilities of following as they emerge. As I follow following around, as a researcher and (perhaps) as a follower myself, I reflect on the role of algorithms shaping who, what, and how we follow online media. Lastly, the methodological ramifications of a researcher becoming a follower–how following and researching bleed into each other, and why this matters–are also explored in this paper.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Becoming Artography","authors":"Nina Dahl-Tallgren","doi":"10.7577/rerm.5258","DOIUrl":"https://doi.org/10.7577/rerm.5258","url":null,"abstract":"This study focuses on mapping Theatre-In-Education (TIE) practices through the research methodology artography. The study is inspired by agential realism, using diffraction as a way of reading different insights and discoveries with an artographic lens and how these multiple dimensions intra-act as an entanglement. The article provides an example of TIE artists co-labouring their practice as research by exploring the entangled intra-action between the positions ‘artist, researcher, teacher’. This study aims to explore how the multiple perspectives offered by an artographer’s lens contribute to significant knowledge in the art-making process of the TIE programme The Clearing. Learning for the TIE artists involves moving in and through spaces of possibilities folding and unfolding new understandings, a becoming intensity of an entangled artist, researcher, teacher. The process of becoming artography in TIE produced movements of possibility in four evolving spaces: Lingering in-between, Transformation and affect, Knowing and being, and Encouraging diffractions. The study also produced artistic and pedagogical principles regarding dramaturgical thinking concerning how to structure an aesthetic learning process and how it is facilitated.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"56 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Trembling Moments”","authors":"Mali Hauen, Monica Klungland","doi":"10.7577/rerm.5031","DOIUrl":"https://doi.org/10.7577/rerm.5031","url":null,"abstract":"In this article, the authors investigate making data with pupils in the kulturskole through the exploration of a performative paradigm. There seems to be a lack of knowledge concerning how the pupils see their place in and engagement with the kulturskole. When we started working with the pupils, a request emerged to not only observe and interview them, but also to hear their stories and understandings of being with the kulturskole. These processes are, throughout the article, described and understood as methodologically developmental when working with pupils. We attempt to bridge a qualitative approach into a post-qualitative performative thinking about making data. The article contributes explorations into what data can be and how to make data with pupils.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"16 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Rousell, Catharine Cary, Agata Kik, Cole Robertson, Christina MacRae
{"title":"Pedagogy of Suspensions","authors":"David Rousell, Catharine Cary, Agata Kik, Cole Robertson, Christina MacRae","doi":"10.7577/rerm.5150","DOIUrl":"https://doi.org/10.7577/rerm.5150","url":null,"abstract":"This paper takes as its catalyst a series of live art events that took place between London and Manchester in 2019. Thinking in conversation with Erin Manning’s propositions for “minor movements” and the Duchampian “infrathin”, we explore the potential for live art to temporarily suspend the thresholds of perceptibility and permissibility in the public realm. We argue that artful techniques of improvisation carry the potential to suspend capitalistic orderings of time by temporarily confounding the perceived barriers between art and life. Drawing together anarchival traces of improvised movement, sound, image, and thought, the paper is composed of vignettes that sketch the infrathin variations of a “pedagogy of suspensions” as elaborated through live art events in a public park, a moving train, a university gymnasium, and an anechoic sound chamber.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128350127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Thought in Motion","authors":"Maureen A. Flint, S. Cannon, Whitney Toledo","doi":"10.7577/rerm.5140","DOIUrl":"https://doi.org/10.7577/rerm.5140","url":null,"abstract":"Edit from within! Become world! Value, don't evaluate! Lure the feeling! Know not what a body can do! Create with concepts! Make multiple sense! Affirm all that appears! Play the differential! Speculate! Engage relations of tension! Make the relations felt! Create degrees of intimacy! Propose! Transduce! Create affinities of purpose! Forget what you feel! Return the return! Transvaluate! Pay attention! Go to the limit! (Manning, 2008). \u0000What does a philosophy produce? How might philosophy and methodology entangle, blur, respond, engage, interact, contradict, argue, provoke? Erin Manning’s process philosophy attunes researchers to the potential of difference. Manning grounds her philosophy in the notion that doing is thinking, that there is thought in the act, and that philosophy is an experimental practice that coexists with art; it is “pathfinding in the making” (Manning & Massumi, 2013, n.p.). Further, Manning posits that research and creation come together in their product, and the product is always ongoing, always becoming, always in process. Thought with qualitative inquiry, “the conjunction between research and creation […] make[s] apparent how modes of knowledge are always at cross-currents with one another” (Manning, 2016, p. 41).","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127343925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ananí M. Vasquez, Timothy C. Wells, Marina Basu, G. Johnson
{"title":"From Technique to Technicity: Non-Methodological Explorations of Chairs, Neurodiversity, and Schooling","authors":"Ananí M. Vasquez, Timothy C. Wells, Marina Basu, G. Johnson","doi":"10.7577/rerm.5147","DOIUrl":"https://doi.org/10.7577/rerm.5147","url":null,"abstract":"In response to the call for this special issue, we draw upon Erin Manning’s (2013, 2016) theorizing of technique and technicity to reconsider schooling and inquiry practices through the chair. The chair is often taken for granted and narrowly conceived through the lens of neurotypicality. By beginning with technique and technicity, this work foregrounds affect, relation and process, rather than object, form and method, so as to dislodge the chair from the sedimented practices of schooling and inquiry. In the emergent fashion of research-creation, this article makes use of genealogy, narrative and theory to explore how the interplay of technique and technicity might engender different modes of chair-ing, and how these modes might speak to concerns of neurodiverse schooling and research methods.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122619751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Response to Thought in Motion","authors":"Erin Manning","doi":"10.7577/rerm.5136","DOIUrl":"https://doi.org/10.7577/rerm.5136","url":null,"abstract":"Right in the middle: chaos. Or better put: chaoz. “A radically empirical, chaozmatic qualitative inquiry, then, is one that reckons with the quasi chaotic threshold of the middle—the middle of the method, the middle of the field, the middle of the muddle” (Bradley Robinson).","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"466 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123228900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Standing in the Midst","authors":"A. Ramos","doi":"10.7577/rerm.5145","DOIUrl":"https://doi.org/10.7577/rerm.5145","url":null,"abstract":"This paper is an entry point into a different way of doing research: speculative pragmatism. Its roots are to be found in A. N. Whitehead, W. James, H. Bergson, among others. The main concept it fosters for a speculative pragmatism practice is intuition (Bergson, 2007; Deleuze, 1988, 2002; Manning, 2016). Around a discussion on knowledge, the concept of intuition is a pivotal milieu that anchors the basis for thinking-with-research-in-the-making. In the outlining of this background, the classical structure of experience is challenged. It introduces the subjective nature of the event, and shifts the role of objects, as they are normally understood.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114263679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Disequilibrium, Disorder, Discord at a Video Game Design Camp: Welling the Chaos in Qualitative Inquiry","authors":"B. Robinson","doi":"10.7577/rerm.5143","DOIUrl":"https://doi.org/10.7577/rerm.5143","url":null,"abstract":"Whereas the colloquial notion of chaos as disorder, chance, and anarchy is laden with negative connotations in educational contexts—that is, chaos inhibits rather than promotes—the author attempts to rehabilitate chaos by drawing on a process philosophical view that emphasizes chaos’s generative potential. To develop this line of inquiry, the author offers a genealogical account of chaos across the work of Erin Manning before discussing its implications for qualitative inquiry in education. The text then picks up speed through an anarchival experiment with the Giga-Games Camp (pseudonym), a video game design camp for adolescents. Through this work, the author suggests that worlds cohere and are expressed through chaos, not in spite of it, and that qualitative researchers might therefore seek the virtue in chaos, especially in such chaotic times as our own.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126214042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
