L. Johansson, J. Osgood, Camilla Eline Andersen, Ann Merete Otterstad
In this final issue of RERM in 2020, no less than 20 authors have participated in the materialization of four articles, which connect to each other in various ways. All of the articles focus upon productive relations, between authors, as well as between materials and people. All four articles illustrate the productiveness of moments in doing research that challenge the distinctions between researcher and researched, the concrete and the abstract, and the author and the text, arguably contrasting and adding humbleness to dominant academic structures centering the “researcher I” and its individual quest for qualifications.
{"title":"Editorial: Collective entanglements in the doing of research","authors":"L. Johansson, J. Osgood, Camilla Eline Andersen, Ann Merete Otterstad","doi":"10.7577/rerm.4118","DOIUrl":"https://doi.org/10.7577/rerm.4118","url":null,"abstract":"In this final issue of RERM in 2020, no less than 20 authors have participated in the materialization of four articles, which connect to each other in various ways. All of the articles focus upon productive relations, between authors, as well as between materials and people. \u0000All four articles illustrate the productiveness of moments in doing research that challenge the distinctions between researcher and researched, the concrete and the abstract, and the author and the text, arguably contrasting and adding humbleness to dominant academic structures centering the “researcher I” and its individual quest for qualifications.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117194069","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}
What happens when ‘the margin of manouverability’ (Massumi 2015, p.3) in a specific socio-political context is buzzing with promise and possibility? What might some crafty and serious play with the feminist posthuman ethics of research/er reponse-ability (Barad, 2007) cook up in such a conducive soup? This paper shares the pARTicipatory praxis that informed the making of ‘AGENDA: A Young People’s Guide to Making Positive Relationships Matter’ (Renold, 2016). AGENDA is a 75 page youth-activist bi-lingual (Welsh-English) interactive resource co-created with and for young people in Wales to address gendered and sexual violence. Crafted with an affirmative cut and nurturing a run-a-way praxis that secretes its own co-ordinates, AGENDA invites a care-ful re-mattering of ‘what matters’ when it comes to conventional healthy relationships education. The paper offers a careful cartography of how AGENDA unfolded as a lively resource that continues to matter as it connects to policy and practice assemblages that push-pull the agential becomings of AGENDA on its way.
{"title":"Becoming AGENDA: The Making and Mattering of a Youth Activist Resource on Gender and Sexual Violence","authors":"E. Renold","doi":"10.7577/rerm.3677","DOIUrl":"https://doi.org/10.7577/rerm.3677","url":null,"abstract":"What happens when ‘the margin of manouverability’ (Massumi 2015, p.3) in a specific socio-political context is buzzing with promise and possibility? What might some crafty and serious play with the feminist posthuman ethics of research/er reponse-ability (Barad, 2007) cook up in such a conducive soup? This paper shares the pARTicipatory praxis that informed the making of ‘AGENDA: A Young People’s Guide to Making Positive Relationships Matter’ (Renold, 2016). AGENDA is a 75 page youth-activist bi-lingual (Welsh-English) interactive resource co-created with and for young people in Wales to address gendered and sexual violence. Crafted with an affirmative cut and nurturing a run-a-way praxis that secretes its own co-ordinates, AGENDA invites a care-ful re-mattering of ‘what matters’ when it comes to conventional healthy relationships education. The paper offers a careful cartography of how AGENDA unfolded as a lively resource that continues to matter as it connects to policy and practice assemblages that push-pull the agential becomings of AGENDA on its way.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133413916","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}
This paper re-turns to a workshop we co-organised in London in 2018 as part of a series called ‘how to do sociology with…’ (Methods Lab, Sociology Department, Goldsmiths, University of London). The series aims to consider what happens when the materials, media, objects, devices and atmospheres of social research central to our practices are brought into focus. The specific material that we worked with and thought through in this workshop was glitter – a thing that is ubiquitous in early childhood and in wider feminine, gay, and queer cultures. We draw on new materialist theories, methods and practice research to consider how preparing and dismantling this workshop might be understood as a means of enacting feminist new materialism. We do this not to propose a blueprint for how new materialisms should be done so much as to offer a series of questions, reflections, and diffractions on what unfolded and the affective and embodied traces that were left. In this sense, the paper understands arts-based practice to hold unanticipated pedagogical capacities which we attend to throughout the paper in terms of ethics, politics and care. We dwell upon ethics politics and care by drawing on long-standing feminist arguments regarding what is often neglected in written accounts of doing research and by focusing on the affective work involved in designing, choreographing, and managing a workshop that asked participants to seriousplay (Haraway, 2016) with glitter and explore its material and affective properties. We discuss our own discomfort with, and uncertainty about, organising such a workshop, and go on to outline what we see as the productive aspects and implications of orchestrating a glitter workshop for how we might conceive and do new materialist work. This includes a discussion about the response-ability of seriousplay with plastic in the contemporary climate, and more broadly about what new materialist methods and practice research might contribute to an understanding of educational and social research, and pedagogical and political practice. Throughout, photographs taken by us before, during, and after the workshop are included, to not only illustrate the points we make and give readers/viewers a different sense of the workshop, but also extend what might count as academic knowledge production and circulation.
{"title":"PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research","authors":"R. Coleman, J. Osgood","doi":"10.7577/rerm.3669","DOIUrl":"https://doi.org/10.7577/rerm.3669","url":null,"abstract":"This paper re-turns to a workshop we co-organised in London in 2018 as part of a series called ‘how to do sociology with…’ (Methods Lab, Sociology Department, Goldsmiths, University of London). The series aims to consider what happens when the materials, media, objects, devices and atmospheres of social research central to our practices are brought into focus. The specific material that we worked with and thought through in this workshop was glitter – a thing that is ubiquitous in early childhood and in wider feminine, gay, and queer cultures. We draw on new materialist theories, methods and practice research to consider how preparing and dismantling this workshop might be understood as a means of enacting feminist new materialism. We do this not to propose a blueprint for how new materialisms should be done so much as to offer a series of questions, reflections, and diffractions on what unfolded and the affective and embodied traces that were left. In this sense, the paper understands arts-based practice to hold unanticipated pedagogical capacities which we attend to throughout the paper in terms of ethics, politics and care. We dwell upon ethics politics and care by drawing on long-standing feminist arguments regarding what is often neglected in written accounts of doing research and by focusing on the affective work involved in designing, choreographing, and managing a workshop that asked participants to seriousplay (Haraway, 2016) with glitter and explore its material and affective properties. We discuss our own discomfort with, and uncertainty about, organising such a workshop, and go on to outline what we see as the productive aspects and implications of orchestrating a glitter workshop for how we might conceive and do new materialist work. This includes a discussion about the response-ability of seriousplay with plastic in the contemporary climate, and more broadly about what new materialist methods and practice research might contribute to an understanding of educational and social research, and pedagogical and political practice. Throughout, photographs taken by us before, during, and after the workshop are included, to not only illustrate the points we make and give readers/viewers a different sense of the workshop, but also extend what might count as academic knowledge production and circulation.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124503036","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}
This paper examines what research with children can do and become when it intra-acts with a MeToo hashtag, creative methods, experiences of sexual harassment and the making and travelling of Valentine’s Day cards. The paper is grounded within a creative research-activist project, #MeToo Postscriptum, which aimed to address sexual harassment in pre-teen peer cultures. Analyzing the project, the paper explores how the idea of response-ability manifested in three space-times of the project, and how the material-discursive practices of the project reiteratively reconfigured the conditions of possibilities to respond, react, and act against abusive gendered and sexual child peer cultures. Mapping response-ability through our research endeavours helps theorize the contingent, complex, and entangled ways research-activist methodologies can activate change, enables us to envision response-able practices to counter sexual harassment in young peer cultures, and sensitizes us as scholars and educators to our responsibilities and accountabilities that become recrafted in response.
{"title":"How A Hashtag Matters – Crafting Response(-Abilities) through Research-Activism on Sexual Harassment in Pre-Teen Peer Cultures","authors":"Suvi Pihkala, Tuija Huuki","doi":"10.7577/rerm.3678","DOIUrl":"https://doi.org/10.7577/rerm.3678","url":null,"abstract":"This paper examines what research with children can do and become when it intra-acts with a MeToo hashtag, creative methods, experiences of sexual harassment and the making and travelling of Valentine’s Day cards. The paper is grounded within a creative research-activist project, #MeToo Postscriptum, which aimed to address sexual harassment in pre-teen peer cultures. Analyzing the project, the paper explores how the idea of response-ability manifested in three space-times of the project, and how the material-discursive practices of the project reiteratively reconfigured the conditions of possibilities to respond, react, and act against abusive gendered and sexual child peer cultures. Mapping response-ability through our research endeavours helps theorize the contingent, complex, and entangled ways research-activist methodologies can activate change, enables us to envision response-able practices to counter sexual harassment in young peer cultures, and sensitizes us as scholars and educators to our responsibilities and accountabilities that become recrafted in response.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128135655","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}
This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers’ cooperative work. Putting to work Haraway’s SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.
{"title":"Storying Diffractive Pedagogy","authors":"Anna R. Moxnes, J. Osgood","doi":"10.7577/RERM.3240","DOIUrl":"https://doi.org/10.7577/RERM.3240","url":null,"abstract":"This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers’ cooperative work. Putting to work Haraway’s SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115429261","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}
This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.
{"title":"Varied starting points and pathways","authors":"James Burford, Cat Mitchell","doi":"10.7577/RERM.3242","DOIUrl":"https://doi.org/10.7577/RERM.3242","url":null,"abstract":"This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121427450","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}
Prompted by shared discussions about our doctoral research, this paper focuses on two tensions we identified when applying to our university’s Institutional Review Board (IRB). The first tension relates to our discomfort with the assumptions about research participants as articulated in the IRB application. We detail how one of us sought to work with/in but also outside of the constraints we discuss. The second tension takes us into a more experimental space. We write ‘outside’ of the IRB boxes as a form of critique, but also as a way to produce more affirmative ways of thinking about what else can be thought and done within university IRB structures. We focus in particular on the ways that “data” is contained within IRB boxes. We conclude by offering some additional questions that this process of thinking/writing together have generated.
{"title":"Thinking/writing within and outside the IRB box","authors":"L. Slovin, Paulina Semenec","doi":"10.7577/RERM.3241","DOIUrl":"https://doi.org/10.7577/RERM.3241","url":null,"abstract":"Prompted by shared discussions about our doctoral research, this paper focuses on two tensions we identified when applying to our university’s Institutional Review Board (IRB). The first tension relates to our discomfort with the assumptions about research participants as articulated in the IRB application. We detail how one of us sought to work with/in but also outside of the constraints we discuss. The second tension takes us into a more experimental space. We write ‘outside’ of the IRB boxes as a form of critique, but also as a way to produce more affirmative ways of thinking about what else can be thought and done within university IRB structures. We focus in particular on the ways that “data” is contained within IRB boxes. We conclude by offering some additional questions that this process of thinking/writing together have generated.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124712155","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}
Heather E. McGregor, B. Madden, Marc Higgins, Julia Ostertag
Describing methodological design in decolonizing research as the intersection of theory, practice, and ethics, we share four focused micro-stories from our respective research projects. The metaphor of braiding represents the methodological design process within each of our research stories, significantly influenced by Dwayne Donald’s (2012) Indigenous métissage. Heather grapples with notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc engages with reworking photovoice, and Julia brings relationships with plants into her methodological design. Intentionally interrupting each other and ourselves, we feature the moments and movements of research design that are iterative, recursive, messy, and sometimes stuck, in contrast to the linear, untainted and dogmatic methodologies that assert themselves around us. Meanings and relationships may be produced in braiding our micro-stories together, exceeding what might be possible if they were presented separately. Readers may be invited into imagining the design of decolonizing methodologies beyond those we enacted.
{"title":"Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics","authors":"Heather E. McGregor, B. Madden, Marc Higgins, Julia Ostertag","doi":"10.7577/RERM.2781","DOIUrl":"https://doi.org/10.7577/RERM.2781","url":null,"abstract":"Describing methodological design in decolonizing research as the intersection of theory, practice, and ethics, we share four focused micro-stories from our respective research projects. The metaphor of braiding represents the methodological design process within each of our research stories, significantly influenced by Dwayne Donald’s (2012) Indigenous métissage. Heather grapples with notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc engages with reworking photovoice, and Julia brings relationships with plants into her methodological design. Intentionally interrupting each other and ourselves, we feature the moments and movements of research design that are iterative, recursive, messy, and sometimes stuck, in contrast to the linear, untainted and dogmatic methodologies that assert themselves around us. Meanings and relationships may be produced in braiding our micro-stories together, exceeding what might be possible if they were presented separately. Readers may be invited into imagining the design of decolonizing methodologies beyond those we enacted.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128117606","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}
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