Posthuman Research Practices in Education /
Taylor, Carol.editor.
Hughes, Christina.editor.
How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this text provides original approaches to posthumanist research practices in education. Contributors respond to the following questions: What do empirically grounded explorations of posthumanism look like in practice? How can they be designed? What sorts of 'data' are produced and how might they be analysed? And, importantly, what are the social, cultural and educational impacts of empirically driven posthuman research? The contributors to this text change the parameters of research through thinking relationally with other beings/matter and recognizing their vitality and agency. Methodologically the contributors operationalize the unself, give focus to shadow stories and the entanglement of the researcher and research apparatus. They provide analytic tools such as rhizomatic readings and cartography mapping, edu-crafting, diffraction, Indigenous storywork, intra-action and affective pedagogy and rework and transform known methodologies, such as participatory research, qualitative approaches and photo-voice.
Bibliographic Level Mode of Issuance: Monograph
Includes bibliographical references and index.
Introduction; Christina Hughes and Carol A. Taylor -- 1. Edu-crafting a Cacophonous Ecology: Posthumanist Research Practices for Education; Carol A. Taylor -- 2. Rethinking the Empirical in the Posthuman; Elizabeth Adams St.Pierre -- 3. Deleuzio-Guattarian Rhizomatics: Mapping the Desiring Forces and Connections between Educational Practices and the Neurosciences; Hillevi Lenz Taguchi -- 4. Thinking Like a brick: Posthumanism and building materials; Luke Bennett -- 5. A Mark on Paper: The Matter of Indigenous-Settler History ; Alison Jones & Te Kawehau Hoskins -- 6. Thinking with an Agentic Assemblage in Posthuman Inquiry; Alecia Youngblood Jackson and Lisa A. Mazzei -- 7. Flickering, Spilling and Diffusing Body/Knowledge in the Posthuman Early Years; Rachel Holmes and Liz Jones -- 8. 'Local Girl Befriends Vicious Bear': Unleashing Educational Aspiration through a Pedagogy of Material-Semiotic Entanglement; Susanne Gannon -- 9. Decentring the Human in Multispecies Ethnographies; Veronica Pacini-Ketchabaw, Affrica Taylor and Mindy Blaise -- 10. Girls, Camera, (Intra)Action: Mapping Posthuman Possibilities in a Diffractive Analysis of Camera-Girl Assemblages in Research on Gender, Corporeality and Place; Gabrielle Ivinson and Emma Renold -- 11. Decolonizing School Science: Pedagogically Enacting Agential Literacy and Ecologies of Relationships; Marc Higgins -- 12. Student Community Engagement through a Posthuman Lens: The Trans-corporeality of Student and Sea; Jocey Quinn -- 13. Cows, Cabins and Tweets: Posthuman Intra-Active Affect and Feminist Fire in Secondary School; Jessica Ringrose and Emma Renold -- 14. Theorising as Practice: Engaging the Posthuman as Method of Inquiry and Pedagogic Practice within Contemporary Higher Education; Ken Gale -- 15. Femifesta for Posthuman Art Education: Visions and Becomings; Anna Hickey-Moody.
How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this text provides original approaches to posthumanist research practices in education. Contributors respond to the following questions: What do empirically grounded explorations of posthumanism look like in practice? How can they be designed? What sorts of 'data' are produced and how might they be analysed? And, importantly, what are the social, cultural and educational impacts of empirically driven posthuman research? The contributors to this text change the parameters of research through thinking relationally with other beings/matter and recognizing their vitality and agency. Methodologically the contributors operationalize the unself, give focus to shadow stories and the entanglement of the researcher and research apparatus. They provide analytic tools such as rhizomatic readings and cartography mapping, edu-crafting, diffraction, Indigenous storywork, intra-action and affective pedagogy and rework and transform known methodologies, such as participatory research, qualitative approaches and photo-voice.
Philosophy and social sciences.
Education
Educational technology.
Social sciences.
Educational policy.
Education and state.
Philosophy of Education.
Educational Philosophy.
Technology and Digital Education.
Methodology of the Social Sciences.
Educational Policy and Politics.