Reconceptualizing Educational Research Methodology

Editorial

Jayne Osgood, Camilla Eline Andersen, Mona-Lisa Angell, Ann Merete Otterstad — Tue, 15 Oct 2024 00:00:00 +0200

This issue of RERM includes four papers that boldly attempt to propose ways in which educational research practices, traditions and methods might be enacted differently. They take seemingly foundational research methods (reviewing literature, ethnographic observation, walking methodologies) and transform them in to something less familiar that invite our readers to stutter and reappraise how else research might be done and with what outcomes.

Firstly, researching from Danish inner cities, Staunæs and Vertelyte draw on affect theory and a concern with moods and felt pedagogies in education to explore how hopes and anxieties are woven through school objects and architecture. Through minor interventions the authors propose that there are abundant possibilities to improve the inclusion of racialized students in the inbetween, and often pathologised spaces of school. This holds the potential to radically shift perceptions, prejudices and behaviours that are not always identifiable but that can be sensed through the minor gesture. The authors attend to the significance of language and what happens through translation and diffractive readings. They stress that concepts that travel require careful consideration when transposed into alternative geopolitical contexts. They take Ahmed’s ‘happy objects’ as a case in point to make visible the specificities of local context and what that means for advancing theory that can pay closer attention to time and space.

The next two papers address ways in which literature reviews – a staple element to any research project – can be up-ended and reimagined when post-foundational theories and practices are put to work. Naomi Pears-Scown makes use of Baradian theoretical concepts to think-with literature rather than merely review what is already known and organize a corpus of knowledge into useful categories. Through literature cartographies, Pears-Scown develops a mapping strategy that makes visible her affective engagement with literature through the crafting of found-poems which tell stories of the ways in which place shapes approaches to arts therapy in various geopolitical contexts. This novel approach to engaging with and encountering literature disrupts received wisdom about how literature should be reviewed and instead invites the reader to sit with the discomforts of expanding how literature stories can be told.

In resonance with Pears-Scown, the next paper written by co-authors Boks-Vlemmix and Aspfors, offers a similar challenge to orthodoxies surrounding what a literature review is and how it should be undertaken. In their experimental piece the authors offer glimpses into what gets generated when the emphasis concerns processes and practices of doing a literature review rather than what it represents. Like the previous paper, the authors are inspired by a cartographic approach that holds the potential to map the processes involved in becoming deeply immersed and affect with a body of literature. They take literature on Teacher Educator Professional Learning as a case in point to explore how mapping and tracing entangled concepts can generate unanticipated insights and present new lines of thought.

Finally, Louisa Allen explores the potential of smell, with all the senses and beyond the human, for educational research. She takes the reader on ‘smellwalks’ which presented themselves as an unlikely research method during pandemic lockdown. Allen provides detailed accounts of the ways in which smellwalks came into being in a small coastal town in Aotearoa-New Zealand and enabled a deep exploration of pandemic-transformed life at a daily and local level. The paper offers a theoretical examination of smellwalk methodology as a means to consider smell through multisensory conceptualisations where human senses are understood as distinct but overlapping. Further, the paper theorises the act of smelling as unbounded and ultimately, always more-than-human. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape.

Together these papers offer important ways to reappraise approaches to research methodology in education that have become so deeply embedded that they unwittingly shape conventional expectations of how research should be done, has always be done. Each of these papers offer exciting invitations to interrupt this routine way of thinking. Respond to the invitation to pause, to ask, must we do it that way? The way it has always been done? What happens if we question and dare to experiment with alternative approaches? When theory is mobilized through research that seeks to pursue alternative lines of inquiry, what then? When theoretical concepts are taken up in/to ‘foreign’ spaces what happens to them? How do they travel? What do they agitate? What do they make possible? Aligned with the aims of this journal, these papers individually and collectively, invite a pause to business-as-usual in educational research.

Jayne Osgood

Camilla Andersen

Mona-Lisa Angell

Ann Merete Otterstad

Editors

Hopeful Things as Minor Interventions in Educational Atmospheres

Dorthe Staunæs, Mante Vertelyte — Tue, 15 Oct 2024 00:00:00 +0200

Drawing on scholarship on affects, moods, and affective pedagogies in education, we explore how educators in a Danish gymnasium weaved hopes and anxieties into a school space and the specific things, such as books and bookshelves, to address and improve the inclusion of racialized students in school life. Based on a feminist new materialist and diffractive reading through translation of English-language based concepts through Danish grammar and language, we explore how the concept of the "happy object" as delineated by feminist scholar Sara Ahmed takes on a more hopeful interpretation when analyzed within the Danish educational context and language. We argue that ‘foreign’ concepts require careful consideration and adaptation to suit another (Danish) linguistic, cultural, and racial context. Making such adjustments is not just a matter of taking specificities of local contexts seriously, it is also a means of advancing theory that can inspire analyses conducted in a wider range of educational time-space-coordinates.

Editorial

Tue, 26 Dec 2023 00:00:00 +0100

This issue of Reconceptualising Educational Research Methodology offers the reader a range of insights from scholars located in different disciplinary spaces and geopolitical contexts. This collection of articles may at first appear to address very different topics: early childhood teachers’ stories about ‘culture’ in Australia; on-line YouTube followership as research in the USA; an Artographic approach to Theatre in Education situated in Finland; and the co-creation of data with young people in a Kulturskole in Norway. Yet a deep engagement with each reveals several threads to run throughout the collection that raise important questions when contemplating what else educational research can become when established conventions are questioned or put aside altogether in favour of approaches that foreground theoretically-rich methodologies that refuse formulaic implementation. Each paper invites the reader to question researcher relationships with ‘participants’; and to consider the possibilities available when mobilizing philosophy to reconsider what and how research might be undertaken otherwise.

The issue opens with an article written by Sonja Arndt and Clare Bartholomaeus that seeks to diffract early childhood teachers’ stories about culture in pursuit of more-than-only-social justice, and to reimagine research methodologies. The authors recount their multi-modal, multi-layered approach to researching with teachers that produced collectively entangled stories that reached far beyond anyone individual. They candidly recount the emergent and messy shape that their research project took, whilst finding themselves negotiating and working against research conventions (recognisable methods, ethics applications and so on). Their approach is described as a middling, where they recognise the significance of their own situatedness which found expression in surprising ways as the study took on unanticipated shapes. The article offers ‘philosophy as method’ by drawing upon the work of Julia Kristeva and Karen Barad to disrupt and reformulate ideas about both ‘culture’ and ‘research’. Theirs is a hopeful project that seeks to elevate the ways in which methodologies, when understood as always re-iterative, contingent and in response to relational context, can shift the ground on which research is conceived and takes shape.

Next, Maureen Lehto Brewster offers a phenomenological analysis of a researcher becoming a YouTube follower. The paper attends to the methodological implications of such a phenomenon by paying close attention, through event memories, to how and why this comes to matter. The author offers detailed reflections on YouTube culture and considers how it is designed to influence affective relations among creators and followers on the platform. Phenomenology, with its concern to study experience as lived, has the capacity for researchers to develop a lens that makes an ordinary lived experience quite extraordinary. Lehto Brewster pursues the extraordinariness of following with the help of Sara Ahmed’s queer phenomenology. The meticulous analysis throughout the article allows the affective dimensions of the phenomenon of on-line following to be intricately explored by asking: how is this phenomenon lived? Experienced? Productive? How does a feeling shape our worldview? Whose feelings shape the concept? The paper highlights the ways in which relating, knowing and trusting are fundamental to cultivating followers. Connections are then drawn between research and internet use (i.e. following) in which researchers mediate content based upon internal biases, predictive impulses and collaborative filtering. Like, Arndt and Bartholomaeus the inevitable and indisputable entanglement of the researcher is made explicit. Rather than being viewed as something that can (or should) be mitigated, reduced or somehow controlled – both papers make visible how such entanglements are produced, and how they can be embraced to enrich research and the claims that are made from such studies.

Nina Dahl-Tallgren then offers an account of becoming artography by attending to the movements of possibility in four evolving spaces: lingering in-between; transformation and affect; knowing and being; and encouraging diffractions with young people in a Finnish Theatre programme. Inspired by Baradian agential realism, the study takes up a diffractive methodology to read insights and discoveries that consider how ‘artist’, ‘researcher’ and ‘teacher’ intra-act through entangled practices. The theatre project sought to investigate how humans encounter global challenges, find ways to reduce risks and find new ways to think and work towards sustainable action. The role of the artographer was central to the project and facilitated reflection upon - what if, what is, what has been, what has yet to become and what matters - as new ways to understand, engage audiences, and provoke new learning through co-creation. Dahl-Tallgren’s close attention to ‘becoming artography’ allows for diffractive patterns to push all of those involved in Theatre in Education programmes to places outside usual comfort zones. The role of becoming artography then, highlights that when ‘artist’ is foregrounded a sensuous connection with human experience provides dramatic tension for participants; when ‘researcher’ is foregrounded genuine curiosity to explore and navigate through the process becomes pronounced; and when ‘teacher’ is foregrounded scope to be more engaged in what it sets in motions and what that means for participants is set free. With an agential realist lens artography is conceptualised and encountered as inherently dynamic, and constantly shifting and mutating. Like the previous two papers, Dahl-Tallgren makes visible the nuances, intricacies, tensions and affordances of embracing research as situated and relational. All three papers make explicit the potential that is set free when researchers refuse Donna Haraway’s ‘god trick’ and instead work with what the messy, middling of situated research might make possible.

Finally, Mali Hauen and Monica Klungland offer ‘trembling moments’ in their account of data-making with young people in a kulturskole in Norway. The authors co-creation methodologies with young people sought to reach understandings about what kulturskole does rather than what it is. Working with a small group of pupils it became apparent that methodologies that could reach beyond capturing accounts that represented their experiences were needed. Young people wanted to be heard, to tell their stories, and to offer embodied accounts of what being with the kulturskole potentiates. The approach taken brought together critical personal narratives, autoethnography, a/r/tography – which together became a methodology grounded in the physicality of making and creating. As the other papers in this issue gesture toward, following narrowly defined research conventions creates frustrations and false starts. Pushing against such conventions involves being adaptive and flexible; the authors draw upon existing and emerging examples of research-creation from the growing field of postqualitative inquiry. Their study underlines the importance in creating space for research to become something else, something more – where ‘participants’ can express themselves in a wider range of non-normative modalities, in this case through embodied languages. Through rap and the creation of short films pupils were able to engage in an affirmative and vital approach to ‘research participation’ which shifted power, positionality and called in to question what counts as research.

The Editors

Jayne Osgood, Camilla Eline Andersen, Mona Lisa Angell, Lotta Johannson and Ann Merete Otterstad

Literature cartographies

Naomi Pears-Scown — Tue, 15 Oct 2024 00:00:00 +0200

If traditional literature reviews in academia tell stories of what is known about a topic, this article proposes a way to engage in this knowing differently through cartography, geography, and poetry, informed by Baradian theory. This writing details the creative method developed to think-with literature using geography as a mapping strategy, called ‘literature cartographies’. Through affective engagement with literature, geographical found-poems are presented that tell stories of how place shapes identity in arts therapy across the globe. The creative method of literature cartographies disrupts traditional literature review writing by inviting us to consider expanding how we tell and are affected by literature stories.

A Cartographic Review of Teacher Educators’ Professional Learning with an Aesthetic Approach

Juliette Boks-Vlemmix, Jessica Aspfors — Tue, 15 Oct 2024 00:00:00 +0200

Experimenting with innovative and creative ways to conduct a literature review aligns with the paradigm shift from qualitative to post-qualitative research, which is concerned with doing and becoming rather than being. The aim of this article is twofold: to unfold the process of a cartographic approach to conducting a literature review; and by exploring the literature to discuss what an aesthetic approach activates in teacher educators’ collaborative professional learning activities. Inspired by Deleuze and Guattari (1988)’s cartographic principle of the rhizome, and post-qualitative inquiry more generally, this review generates knowledge through connections of concepts across 21 international research projects from teacher educators that use an aesthetic approach in their collaborative practices. New components of professional learning are found by mapping-and-tracing entangled concepts. A discussion of encounters within an aesthetic approach to professional learning shows how the processes involved in a cartographic review generates new directions in thinking, such as becoming-professional.

The Smell of Sunshine

Louisa Allen — Tue, 15 Oct 2024 00:00:00 +0200

This paper explores the experience of trialling smellwalks during the pandemic for use in educational contexts. It details how these walks were designed and mobilised in a small coastal town in Aotearoa-New Zealand to explore how the pandemic transformed life at a daily and local level. The paper has two aims which entail a theoretical examination of smellwalk methodology. Firstly, to rethink a multisensory conceptualisation of smell where human senses are understood as distinct but overlapping. And secondly, to theorise the act of smelling as unbounded and involving non-humans. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape. Barad’s (2007) notion of intra-action is drawn upon to re-conceptualise the idea of smell as led by the nose and reconfigure it as an indeterminate bodily experience.

Becoming Artography

Nina Dahl-Tallgren — Tue, 26 Dec 2023 00:00:00 +0100

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.

Diffracting early childhood teachers’ culture stories

Sonja Arndt, Clare Bartholomaeus — Tue, 26 Dec 2023 00:00:00 +0100

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.

Hanging-out-knowing

Noora Pyyry — Thu, 17 Nov 2022 00:00:00 +0100

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.

A Pedagogy of Suspensions

David Rousell, Catharine Cary, Agata Kik, Cole Robertson, Christina MacRae — Thu, 17 Nov 2022 00:00:00 +0100

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.

Shifting Focus

Elke Mark — Thu, 17 Nov 2022 00:00:00 +0100

Erin Manning's concept of the minor gesture invites a changed approach to education and encourages a radical reconceptualisation of studying within educational institutions. Using examples from her teaching with students in teacher training as well as from her artistic practice, Elke Mark studies the intertwinement of her varied collective, practice-theoretical research approaches with Erin Manning's philosophical concepts in order to apply them to qualitative inquiry and educational research.

From Technique to Technicity: Non-Methodological Explorations of Chairs, Neurodiversity, and Schooling

Ananí M. Vasquez, Timothy C. Wells, Marina Basu, Garrett Laroy Johnson — Thu, 17 Nov 2022 00:00:00 +0100

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.

Standing in the Midst

Ana Ramos — Thu, 17 Nov 2022 00:00:00 +0100

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.

The Value of the Useless: Erin Manning, Impact, Higher Education Research, Progress

Laura Elizabeth Smithers — Thu, 17 Nov 2022 00:00:00 +0100

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.

The Interview-Event-Agencement as Creative Movement and Methodological Disruption

Aisha Ravindran — Thu, 17 Nov 2022 00:00:00 +0100

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.

Disequilibrium, Disorder, Discord at a Video Game Design Camp: Welling the Chaos in Qualitative Inquiry

Bradley Robinson — Thu, 17 Nov 2022 00:00:00 +0100

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.

Fielding Fractured Masculinities: Implications for Nonrepresentational Educational Research Methodology in the Philosophy of Erin Manning

Joseph D. Sweet — Thu, 17 Nov 2022 00:00:00 +0100

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.

Editorial: Thought in Motion

Maureen A. Flint, Susan O. Cannon, Whitney Toledo — Thu, 17 Nov 2022 00:00:00 +0100

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).

What 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).

Not-knowing-in-advance: Trying to think and see as if not doing a PhD.

Helen E. Bowstead — Thu, 17 Nov 2022 00:00:00 +0100

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.

Writing as PARTicipation: working towards in:tuition and intimating

Fiona Murray, Ken Gale — Thu, 17 Nov 2022 00:00:00 +0100

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.

We 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.