| 1. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
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| 2. |
- Doerr, Katherine
(författare)
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Never forget Sandy Hook Elementary : Haunting memorials to a school massacre
- 2019
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Ingår i: Reconceptualizing Educational Research Methodology (RERM). - : OsloMet University Library. - 1892-042X .- 1892-042X. ; 10:2-3, s. 173-191
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Tidskriftsartikel (refereegranskat)abstract
- In this methodological inquiry, I attune to the materiality of erasure and haunting. With Deleuze’s theories of difference/repetition as a theoretical tool, I examine the aftermath of the Sandy Hook school shooting in Newtown, Connecticut with the mantra, Never Forget. I structure this article around the concept of a pilgrimage, taking inspiration from Chaucer by selecting tales from my journey. Theories of re-membering and dis-membering are developed as embodied and affective responses to this troubled place. As such, I put forth this inquiry as response-able, a way to stay “with the trouble” and interrogate violence in settler colonial societies such as the United States.
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| 3. |
- Gunnarsson, Karin, 1975-
(författare)
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How to expand the boundaries : feminist posthumanist elaborations on change in education
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1, s. 66-78
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Tidskriftsartikel (refereegranskat)abstract
- Change is a vital matter connecting to key educational concerns of teaching and learning and it also involves questions of ethics. By deploying a feminist posthumanist framework, this paper elaborates on change together with the notions of boundaries and responsibility. This is done by exploring moments from a collaborative research project conducted in a Swedish upper secondary school concerning a teaching unit focusing on equality and norms. The questions guiding the paper are: How is change enacted within the teaching? And, how to unfold the responsibilities the teaching entails? By working within the interplay of empirical enquiry and theoretical elaboration, the paper addresses how a multitude of encounters become involved in enactments of change. Further, it unfolds how change entails both unpredictability and responsibility for teaching and learning. In the concluding notes the ambiguities of change are stressed addressing the call within posthuman ethics of how to expand the boundaries.
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| 4. |
- Günther-Hanssen, Anna, fil. Doktor, et al.
(författare)
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From swings, through physics, with pendulums, to gendering : Re-turning diffractive analyses on science and gender in preschool
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:2, s. 21-43
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool.
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| 5. |
- Kane, Eva, et al.
(författare)
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Becoming-player in school-age childcare
- 2014
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 5:1, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to explore if some of Deleuze and Guattari’s (1980/2004) concepts can contribute to our understanding of “playwork”, particularly among the school-age childcare staff required by governing documents to facilitate play in a school setting. The paper presents a reading of transcribed conversations with school-age childcare staff. We map how two staff teams described playing, and the (e)merging thoughts that surfaced during conversations. The reading challenges a dichotomous view of staff as play facilitators and children as players and we explore other possibilities for interpreting the events described by staff. It seems to us that when children and staff play, in the assemblage of the school-age childcare settings, they do schooling and playing simultaneously, overcoming the dichotomies apparent in educational policy.
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| 6. |
- Karin, Gunnarsson, 1975-, et al.
(författare)
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Editorial : Why affirmative critique?
- 2018
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 9:1, s. 1-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We begin this special issue by relating to two affective events situated in academia and education. These moments, and many similar, have stayed with us and kept us thinking about what kind of research we want to advance. These moments are laden with ambivalence. On the one hand, there was the joy of learning about power: being able to distract what was “behind” the everyday practices we had grown used to. After all, it was our uncompromised responsibility as researchers to uncover processes of oppression and discrimination. On the other hand, there were disturbing feelings as this kind of critical research seemed to drive both research subjects and researcher into positions that failed to connect: positions that did not facilitate dialogue or the creation of something different. For us, the main question arising was: how might we investigate pressing problems such as racial or gender discrimination while fostering the opportunity to make a difference? How can we raise these issues while at the same time creating possibilities for movement and change?
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| 7. |
- Karin, Gunnarsson, 1975-
(författare)
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Responding with care : A careful critical approach within educational health promotion
- 2018
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 9:1, s. 17-28
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Tidskriftsartikel (refereegranskat)abstract
- By engaging with a manual based program called DISA this paper explores how care is enacted in educational health promotion and moreover elaborates on how to engage methodologically with a careful critique. Together with sociomaterialist scholars I propose a theoretical and methodological notion of care that includes the vital doings of materialities, discourses and affectivity. Working with this notion of care makes it possible to engage with exclusions and power while at the same time open up for the erratic and unpredictable. To do this I put to work the concepts translation and touch. With these concepts it becomes possible to acknowledge the transformations taking place within the practice and avoid becoming stuck in stabilization and negativity. Not to ignore the orderings of the practice but to work actively through negativity into a generative potential. This shows that how to respond with care cannot be determined by ready-made instructions. It involves creating an imaginative and fluid practice since care always becomes a moving and temporary matter.
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| 8. |
- Moberg, Emilie, 1978-
(författare)
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Enacting affirmative critique : exploring the conjunctions and overlaps among Actor-network theory and Feminist New Materialist Studies in Early Childhood Curriculum Studies
- 2018
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 9:1
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Tidskriftsartikel (refereegranskat)abstract
- This paper elaborates on alternative versions of critique as produced in an ethnographic field work on the everyday life of a curriculum text in a Stockholm preschool. Assisted by Actor-network theory and Feminist New Materialist methodologies, the paper evolves around three empirical moments where the researcher is depicted as needing to rely on the relational efforts of children, Minecraft figures, concepts, teachers and conversations over coffee. In the paper, Actor network theory and Feminist New Materialist methodologies help to enact alternative versions of critique where dependency and vulnerability is taken as resource. Moreover, a focus on relations and overlaps among entities creates knowledge where for example children and texts are allowed to be strong and vulnerable at the same time.
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| 9. |
- Palmer, Anna, 1968-
(författare)
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“How many sums can I do”? : Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity
- 2011
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Ingår i: Reconceptualizing Educational Research Methodology. - Oslo : hioa-logo Oslo and Akershus University College Learning Centre and Library. - 1892-042X. ; 1:1, s. 3-18
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to illustrate how the understanding of mathematical subjectivity changes when transiting theoretically and methodologically from a discursive and performative thinking, as suggested by Judith Butler (1990, 1993, 1997), to an agential realist and diffractive thinking, inspired by Karen Barad’s theories (2007, 2008). To show this I have examined narrative memory stories about mathematics written by students participating in Teacher Education maths courses. I provide examples of such stories and present an in-depth analysis of one such story. The first part of the analysis has been carried out using performative methodological strategies – in relation to Judith Butler’s theories – while the latter part of analysis has been performed with the aid of diffractive methodological thinking – in relation to Barad’s theoretical perspectives. When summarising the different analyses, it becomes evident that the understanding of data – and of me as researcher – changes when transiting from one theoretical and methodological arena to another. Depending on which questions we pose, what methodological strategies we use, and which theoretical fields we get involved in, we would see and understand this differently.
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| 10. |
- Stenliden, Linnéa, 1964-, et al.
(författare)
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Posthuman Data Production in Classroom Studies – A Research Machine put to Work
- 2018
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Ingår i: Reconceptualizing Educational Research Methodology. - Oslo, Norway : Oslo Metropolitan University - Storbyuniversitetet. - 1892-042X. ; 9:2, s. 22-37
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.
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