Posthuman Research Practices in EducationCarol Taylor, Christina Hughes 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. |
Contents
| 1 | |
| 5 | |
2 Rethinking the Empirical in the Posthuman | 25 |
Mapping the Desiring Forces and Connections between Educational Practices and the Neurosciences | 37 |
Posthumanism and Building Materials | 58 |
The Matter of IndigenousSettler History | 75 |
6 Thinking with an Agentic Assemblage in Posthuman Inquiry | 93 |
7 Flickering Spilling and Diffusing BodyKnowledge in the Posthuman Early Years | 108 |
9 Decentring the Human in Multispecies Ethnographies | 149 |
Mapping Posthuman Possibilities in a Diffractive Analysis of CameraGirl Assemblages in Research on Gender Corporeality and Place | 168 |
Pedagogically Enacting Agential Literacy and Ecologies of Relationships | 186 |
The Transcorporeality of Student and Sea | 206 |
Posthuman Intraactive Affect and Feminist Fire in Secondary School | 220 |
Engaging the Posthuman as Method of Inquiry and Pedagogic Practice within Contemporary Higher Education | 242 |
Visions and Becomings | 258 |
| 267 | |
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actant active affective agency agentic assemblage animals anthropocentric articulation attention Barad Bennett bodies Braidotti Brain Cajete camera Carry That Weight chapter circles of convergence Colebrook common worlds community engagement concepts creative cultural Deleuze and Guattari deterritorialized diffractive discourse Duke University Duke University Press ecologies of relationships educational research emergent empirical empiricism enacted encounter entangled epistemology ethics experience explore feminism film film-making Focus Group forces Gender girls haecceity Haraway Hongi Hika’s human exceptionalism humanist Indigenous intra-action Ivinson Journal Lenz Taguchi London MacLure Maori Massumi mattress methodology more-than-human move movement multiple multispecies neurosciences objects ontology pedagogy Philosophy photovoice political possible posthuman posthuman research posthumanist posthumanist research potential produce Qualitative Inquiry Qualitative Research relationality relations Renold research practices rhizomatic rhizome Routledge science education sensations sense sexual social space specific Studies Sulkowicz t¯a moko Theory thing-power things thinking Thousand Plateaus tion vibrant matter with/in writing