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Reconceptualizing Educational Research Methodology最新文献

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The Interview-Event-Agencement as Creative Movement and Methodological Disruption 访谈-事件-代理作为创造性运动和方法论中断
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5144
Aisha Ravindran
{"title":"The Interview-Event-Agencement as Creative Movement and Methodological Disruption","authors":"Aisha Ravindran","doi":"10.7577/rerm.5144","DOIUrl":"https://doi.org/10.7577/rerm.5144","url":null,"abstract":"In her article “Towards a Politics of Immediation,” Erin Manning (2019a) writes about the process of “immediation, the withness of time, of body in the making” (p. 1) that bodies subjectivity through the interstitial experience of/in the event. Drawing from Manning’s movement-oriented philosophy, and thinking-with her concepts of immediation, agencement, interval, and memory of the future, I invite alternate visualizations of interviewing as a research method through my study with international graduate students in a TESOL program at a Canadian university. By shifting focus from human-centred researcher intentionality and pre-determined research tools of the interviewing method, to the entangled human and non-human affective agencies of the interview-participant-voice-recorder-assemblage, I offer possibilities for experiencing the interview-event as an affective ecological attunement. Manning’s concepts also create interferences with existing institutional and TESOL representations and discourses, where multilingual students are often interpellated into rigid identity constructions and difference is seen as deficiency.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"23 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":"130488386","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}
引用次数: 0
The Value of the Useless: Erin Manning, Impact, Higher Education Research, Progress 无用的价值:艾琳·曼宁，影响，高等教育研究，进步
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5146
L. Smithers
{"title":"The Value of the Useless: Erin Manning, Impact, Higher Education Research, Progress","authors":"L. Smithers","doi":"10.7577/rerm.5146","DOIUrl":"https://doi.org/10.7577/rerm.5146","url":null,"abstract":"This article brings the work of Erin Manning to bear on common sense practices and conversations of the value of a college education. Manning’s work provides a productive alternative to the neoliberal discourse of college impact that has dominated higher education research for the past half century. Neoliberalism produces the common sense of the value of education as privatized, datafied (or dividuated), and measurable outcomes. This common sense reduces American higher education to the sum of its parts. To produce worlds to which campus marketing departments on occasion gesture, worlds where college produces spaces of community transformation, we must come to re/value progress in excess of measurable outcomes. In a rotating series of revaluations, this paper puts Manning’s concepts to work in both substance and form in four refrains: redefining value in higher education, revaluing the infrathin and the imperceptible, reconceptualizing liberal education, and valuing the useless.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"1 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":"128887796","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}
引用次数: 1
Backs and Fronts: Stitching Thread and Thought Through Manning, Methodology, and Art 背面和正面:通过曼宁、方法论和艺术缝合线和思想
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5137
Carlson H. Coogler, Kelly W. Guyotte
{"title":"Backs and Fronts: Stitching Thread and Thought Through Manning, Methodology, and Art","authors":"Carlson H. Coogler, Kelly W. Guyotte","doi":"10.7577/rerm.5137","DOIUrl":"https://doi.org/10.7577/rerm.5137","url":null,"abstract":"This paper started with a messy embroidery back and a question: What happens when we play with/in mess, attending to how front/back, process/product, art/research, are counterparts in the event? To answer, we passed embroidery and writing techniques through each other, exploring what becomes possible when you think and make relationally, that is, between. Here, we stitch together Erin Manning’s theorization of the event with our experience. As we attuned ourselves to how thinking back-and-front together mattered, we found that our artful inquiry required us to rethink both what we thought and how we thought. Thus, we found that a methodology of front and back was made in this event, as a result of passing between. Finally, we invite readers to experiment with crafting their own methodologies of the between by flipping over their research as the embroidery hoop, and thereby opening the inquiry to its more-than.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"11 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":"125546448","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}
引用次数: 0
Writing as PARTicipation: working towards in:tuition and intimating 写作作为一种参与:朝着学习和亲密的方向努力
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5139
Fiona Murray, K. Gale
{"title":"Writing as PARTicipation: working towards in:tuition and intimating","authors":"Fiona Murray, K. Gale","doi":"10.7577/rerm.5139","DOIUrl":"https://doi.org/10.7577/rerm.5139","url":null,"abstract":"This paper is a thought-experiment into the question, “How might we participate in the writing of this paper together?”  Having been both inspired and moved by Erin Manning´s beautiful chapter “Me Lo Dijo un Pajarito: Neurodiversity, Black Life and the University as we Know It’ (2020) we pick up the baton of moving thinking into how we can begin to work together to contribute to the reconceptualization of educational and research practices and specifically through practices of inclusion and participation within them. We do this with the starting point of our own participation in the writing of this paper.  We follow the faint line of two emerging techniques.  The first technique, in:tuition, emerges to help make operational a practice of participation that engages participants, students, us, on the register of the preindividual.  The second technique, intimating, works towards a notion of transindividual participation.  \u0000We offer an immanent and processual approach to practice, involving a ‘(r)eaching toward one another, (in which) our individuations qualitatively alter our “individuality.”  With Manning, we work with ‘thinking-feeling (as) the transversality of all planes of experience in the immanent twist’ with the desire of twisting into new and socially just practices.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"4 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":"127839900","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}
引用次数: 0
Hanging-out-knowing Hanging-out-knowing
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5151
Noora Pyyry
{"title":"Hanging-out-knowing","authors":"Noora Pyyry","doi":"10.7577/rerm.5151","DOIUrl":"https://doi.org/10.7577/rerm.5151","url":null,"abstract":"In this paper, I approach knowing as a spatial practice of dwelling with one’s affective landscapes of inquiry to think with Erin Manning’s idea of research-creation as immanent critique. ‘Landscape’ is re-defined in a nonrepresentational frame to include the various materialities with which we sense and see. To approach research-creation as a joint-action with the landscape, I turn to my native language, Finnish, in which being is referred to as pre-individual with the passive form of ‘to be’: ollaan. I build the argument by discussing my research with young people on their hanging out practices. Movement without destination, attuning to the landscape, can be taken as an energizing technique of relation: an encouragement to follow the call of the unfolding world. In this experimental way of being together, new worlds and selves emerge in encounters. ‘Hanging-out-knowing’ arises from moments of hesitation that challenge what is known.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"7 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":"120949507","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}
引用次数: 2
Wondering into the Subjunctive: A Commentary on Thought in Motion 对虚拟语气的疑惑:《运动中的思想》述评
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5135
D. Carlson
{"title":"Wondering into the Subjunctive: A Commentary on Thought in Motion","authors":"D. Carlson","doi":"10.7577/rerm.5135","DOIUrl":"https://doi.org/10.7577/rerm.5135","url":null,"abstract":"November 16, 2021 \u0000Thinking with the papers in this special issue has been an intense spiritual experience.  It is true that for me reading and writing are transmorphic events. The words move into my body, get into my veins, move about, lodge themselves into my stomach and vibrate and mix with memories, molecules, muscles, and thoughts in a sort of flurry that seems rather uncontrollable. I dream about words, lines, and ideas written in this special issue. Language itself is not isolated material; I do not hide out to write or read or cut myself off from the rest of the world to interact with words; they instead become part of me, part of my limited world, the things I eat and drink and shower with. Still, I grapple for words and language to come back when I need to harness them because I stutter and murmur; I'm klutzy, drop things inadvertently and leave the kitchen counter dirty after eating lunch. It is as if I still need to beg for permission to use them when I write, to promise to treat words and sentences with care; and still I need to prove myself with language; it demands my trust; holding onto words and placing them in proper order can seem like trying to carry a plastic bag full of eggs home from a crowded market.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"35 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":"132373693","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}
引用次数: 0
Portal-time and wanderlines: What does virusing-with make possible in childhood research? 门户时间和漫游线:病毒使儿童研究成为可能?
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5138
J. Osgood, Camilla Eline Andersen, Ann Merete Otterstad
{"title":"Portal-time and wanderlines: What does virusing-with make possible in childhood research?","authors":"J. Osgood, Camilla Eline Andersen, Ann Merete Otterstad","doi":"10.7577/rerm.5138","DOIUrl":"https://doi.org/10.7577/rerm.5138","url":null,"abstract":"This paper emerged from the forces of a pandemic that invited us to wrestle with what ‘virusing-with’ might potentiate in educational research-creation (Manning, 2016a). We sense the Coronavirus perform its agency on childhood in the Capitalocene in new, troubling, and sometimes hopeful ways. Research-creation has compelled us to dwell upon how virusing-with makes attuning differently to the world possible. We contemplate how virusing-with as concept and method holds the potential to disrupt and reformulate ways to undertake research and ways to conceptualise the child. Inspired by Manning’s (2020) recent work in relation to the child of the wanderline, we explore how multiple wanderlines take shape and interweave through research processes.  Through the curation of three threshold events we think-do qualitative research in ways that push ideas and practices about childhood in directions that attend to agentic relationalities between the human, non-human and more-than-human. We argue that practices of virusing-with in portal time provides space for coming-into-relations of differences (Manning, 2016a, p.11) as an ecology of practice that shapes how educational research might be conceptualised and practiced.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"93 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":"131645686","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}
引用次数: 2
Not-knowing-in-advance: Trying to think and see as if not doing a PhD. 事先不知道:试图像没有读博士一样去思考和观察。
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5141
H. Bowstead
{"title":"Not-knowing-in-advance: Trying to think and see as if not doing a PhD.","authors":"H. Bowstead","doi":"10.7577/rerm.5141","DOIUrl":"https://doi.org/10.7577/rerm.5141","url":null,"abstract":"In this piece, the writer offers up a tentative exemplification of how reframing a thesis in terms of what it can do rather than what it is has the potential to generate a joyful-artful engagement with the PhD process and to engender a more response-able relationship with the world. By refusing to engage in the dis-abling processes prescribed by institutional expectations of doctoral study, the act of writing emerges as a powerful antidote to the constraints of the neoliberal, neurotypical, university. Exploring a mode of expression that intertwines text and image, the writer enacts Erin Manning’s philosophical projects of research-creation, artfulness and thought-in-motion.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"53 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":"132697519","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}
引用次数: 0
Fielding Fractured Masculinities: Implications for Nonrepresentational Educational Research Methodology in the Philosophy of Erin Manning 菲尔丁断裂的男子气概:艾琳·曼宁哲学对非代表性教育研究方法论的启示
Reconceptualizing Educational Research Methodology Pub Date : 2022-11-17 DOI: 10.7577/rerm.5142
J. Sweet
{"title":"Fielding Fractured Masculinities: Implications for Nonrepresentational Educational Research Methodology in the Philosophy of Erin Manning","authors":"J. Sweet","doi":"10.7577/rerm.5142","DOIUrl":"https://doi.org/10.7577/rerm.5142","url":null,"abstract":"In this paper, I put Erin Manning’s philosophical project into conversation with gender theory and consider possibilities regarding what it means to theorize masculinities in educational research methodology. To do this, I first speak to the urgency for reconceptualizing masculinities in education, outline how educational researchers have previously theorized the field, and problematize previous work that theorized masculinity as a relatively stable and monolithic identity marker. Following this, I consider what Manning’s process philosophy might offer educational researchers in the field of masculinities. In thinking with masculinities, the ongoing and lived experiences of gender, and Manning, I offer “fractured masculinities,” which theorizes masculinities as multiple, mobile, relational, contextual, intersectional, and fractured.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"4 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":"129572309","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}
引用次数: 0
Plunged into dance 跳起舞来
Reconceptualizing Educational Research Methodology Pub Date : 2022-09-02 DOI: 10.7577/rerm.4777
Mari Flønes, Tine Andersen, Maren Helgeland Nymark, Marianne Brinchmann, Kari Åreskjold Sande
{"title":"Plunged into dance","authors":"Mari Flønes, Tine Andersen, Maren Helgeland Nymark, Marianne Brinchmann, Kari Åreskjold Sande","doi":"10.7577/rerm.4777","DOIUrl":"https://doi.org/10.7577/rerm.4777","url":null,"abstract":"With this practice-based study we inquire into choreographic-pedagogic intertwinements (Østern, 2018) as a cooperative learning community between a choreographer-researcher-teacher and four primary school teachers. We have co-created the article from our experiences with a creative dance project with the third graders in a public primary school in Norway. Through exploring four stop-moments (Fels & Belliveau, 2008) we tap into an artistic and textual diffractive analysis (Bozalek & Zembylas, 2017; Lenz Taguchi, 2012). The study is created through the expanded notion of choreography (Foster, 2010; Klien & Valk, 2007; Lepecki, 2006) and carried out as a performative research (Østern et al., 2021) situated in the theoretical landscape of agential realism (Barad, 2007). With this study we challenge the gap between art and school, and the professional practices of teachers and artists (Hall, Thomson & Russell, 2007), the professional competencies and differences of the artist and of the teacher (Christophersen, 2013b) becoming performative in the dance project.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130483913","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}
引用次数: 1
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