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Materiality, Affect, and Diverse Educational Settings: A Collaborative Inquiry Between Urban and Rural Teacher Educators
Abstract
Dominant conceptualizations of urban and rural education settings position these as distinct, with each presenting contrasting opportunities and challenges in the work of teachers. Consequently, it is unsurprising that teacher education research, focused on one of these settings, by and large fails to consider the commonalities that both of these contexts may in fact possess. In this chapter, the authors (an urban teacher educator and a rural teacher educator) report on a collaborative self-study they conducted that was focused on their teacher education practices in their respective settings. The purpose was to identify how an inquiry that attends to the materiality of these diverse educative and professional contexts could inform the preparation of future teachers and contribute to emergent perspectives on urban and rural teacher education. The inquiry is conceptually grounded in new materialism. As such, the authors not only investigated their teaching practices, but also how materiality and affect functioned to shape engagement with students, the institutional setting, and each other. Findings suggest that urban and rural teacher education possess shared commonalities, that the material structures in each setting serve to shape beliefs about teaching and learning, and that affect functions as an agentic force in the enactment of pedagogical practices. The chapter provides implications for teacher education and future research.
The inquiry discussed in this chapter reports on the experiences of a teacher educator during the COVID-19 pandemic. The chapter investigates how the pandemic shaped the teacher educator’s identity and pedagogical practice. The work is conceptually grounded in Deleuzo-Guattarian concepts. Methodologically the inquiry is a self-study in that it is self-initiated and aimed at improving professional practice. The results of this research focused on three emergent themes in relation to teacher educator identity: (a) the displacement of the body and the centering of the discursive; (b) the diminishment of pedagogical certainty and the expansion of pedagogical negotiation; and (c) the persistence of emotional fatigue and the requisite for self-care. This work contributes to the scholarly literature and provides an example of professional practice to support teacher educators in fully enacting a professional identity that aligns with their values and promotes their students’ success. Recommendations for research and teaching are provided.
Research on teachers' professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educational equity in a culturally and linguistically diverse early childhood classroom. The study reports on objects from the classroom of Valentina, a mid-career Latina preschool teacher in an urban context. Data sources were multiple observations of Valentina's teaching, audio-recorded and transcribed interviews, lesson plans, and reflections on her practice. Employing a new materialist theoretical lens, analysis suggests that the micro-politics of classroom activity reflect inter/intra-actions with myriad tools (i.e., objects) with the agentic capacities to advance educational equity. Classroom objects were chiefly employed to promote student learning. Nonetheless, they were also repurposed, both by Valentina and by her students, in ways that highlighted the objects' agentic capacities. Recommendations for future research on objects are provided.
This chapter decenters the methodological unfolding of a qualitative research study on mainstream teachers of English learners, shifting from a sociocultural emphasis on individuality and agency towards affect as a productive post-structural concept. The researcher, participants, and findings are positioned as mutually constituted elements in an enmeshed entanglement of discursive processes, material contexts, animate bodies, and social norms and practices. The work employs concepts introduced by Deleuze and Guattari (1987): the rhizome, assemblage, and affect. The chapter discusses how the activity that constituted the research study was informed and influenced by affect that reverberated beyond the scope of the immediately observable. The multiple positionalities, past history, and values of the researcher and participant contributed to the methodological decision-making during data collection and analysis in conscious and unconscious ways. Affective distributions permeated throughout the study, contributing to the functioning of activity among and between the elements of the study. Ultimately, elements of the study contributed in ways that extended beyond the normative constructions of research, researcher, and participant. Elements affected and were affected, contributing to methodological excess, insights beyond the scope of normative systemic inquiry. This chapter demonstrates the productiveness of rhizomatic concepts to decenter the elements of a research study and affect as a productive construct to understand systematic inquiry. This move intentionally disrupts traditional conceptions of research and researcher objectivity, explicitly attending to the affective interplay among elements of the research assemblage and how this interplay functions as a primary means of scholarly engagement.
In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon.
This book presents an empirical study utilizing Deleuzian Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.
Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.
Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label “the politics of policy,” this article analyzes three complicated and evolving contemporary accountability initiatives in the United States: (1) “Our Future, Our Teachers,” which is the Obama administration’s proposed blueprint for the reform of teacher education programs, in particular its call for the assessment of preparation programs based on the impact of program graduates on their eventual K–12 students’ test scores; (2) the “Teacher Performance Assessment,” which is a nationally accessible instrument for assessing beginning teaching performance currently being piloted in 25 states through a partnership of Stanford University and Pear- son Education, Inc.; and, (3) “Building Better Teachers: A National Review of Teacher Preparation Programs,” which is an evaluation of collegiate teacher preparation programs conducted by the National Council on Teacher Quality with results to appear in U.S. News and World Report. Our analysis makes clear that policy (and policy proposals) is unavoidably political, and that policy-making involves contentious debate as well as complicated political maneuvering and strategies, including resistance and litigation.
In this article, we deploy ideas from Deleuze and Guattari to argue for the importance of engaging in educational research practice designed to be productive (mapping) rather than representational (tracing). First, we introduce the significance of our approach for educational research practice. Second, we unpack key constructs from Deleuze and Guattari required for constructing our argument, and we outline the shape of mapping as productive or transformative research practice. Third, we share critical summaries of several studies that utilized mapping to engage in this kind of research practice. Finally, we discuss the nature, effects, and relevance of mapping as educational research practice.
As two teachers/researchers committed to the values of social justice in the classroom, we are deeply disturbed by the explicit and implicit ways that our education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in our classrooms, we embarked on a co/autoethnographic self-study of our teaching practice. Our methods are underscored and informed by the Deleuzo-Guattarian notion of the rhizome, the multiplistic, nonlinear nature of which serves as an antidote to the hierarchical, dichotomous, and process–product rationality of neoliberal logic. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo. Combined with co/autoethnography, rhizomatics and rhizoanalysis offer the potential to connect across teaching practice, understand the political nature of teaching, and open possibilities for transforming teaching.
Open access at : http://www.tandfonline.com/doi/full/10.1080/13645579.2014.921458
This paper discusses issues of research design and methods in new materialist social inquiry, an approach that is attracting increasing interest across the social sciences as an alternative to either realist or constructionist ontologies. New materialism de-privileges human agency, focusing instead upon how assemblages of the animate and the inanimate together produce the world, with fundamental implications for social inquiry methodology and methods. Key to our exploration is the materialist notion of a ‘research-assemblage’ comprising researcher, data, methods and contexts. We use this understanding first to explore the micropolitics of the research process, and then – along with a review of 30 recent empirical studies -- to establish a framework for materialist social inquiry methodology and methods.
Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies. However, this study also finds that, in a significant minority of cases, certain types of high-stakes tests have led to curricular content expansion, the integration of knowledge, and more student-centered, cooperative pedagogies. Thus the findings of the study suggest that the nature of high-stakes-test-induced curricular control is highly dependent on the structures of the tests themselves.
Since the 1980s, research about technological integration in education has relied on models that position teachers as inherently anxious and/or resistant. These models posit that the key to successful preparation and development is helping teachers accept that they must abandon their concerns and use these technologies regardless of personal and contextual circumstances. This article has three purposes. First, it offers a critical view of these linear models; second, it proposes a model based on concepts of intra-activity and on-going becomings in human/non-human interaction. Third, the article uses examples from data from rural English language arts teachers in the United States working to integrate technology into their teaching to illustrate how intra-activity and on-going becomings offer a helpful contextualised, identity-based framework for thinking about teacher-technology collaboration over traditional models. The article ends with suggestions for adopting the concept of intra-active entangled becomings into formal teacher learning about technology integration.
This international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the self-study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the handbook will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers; theoretically and methodologically rich; highly practical to both novices and experienced practitioners; and offers a vision for self-study internationally over the next two decades.
As a research methodology, walking has a diverse and extensive history in the social sciences and humanities, underscoring its value for conducting research that is situated, relational, and material. Building on the importance of place, sensory inquiry, embodiment, and rhythm within walking research, this book offers four new concepts for walking methodologies that are accountable to an ethics and politics of the more-than-human: Land and geos, affect, transmaterial and movement. The book carefully considers the more-than-human dimensions of walking methodologies by engaging with feminist new materialisms, posthumanisms, affect theory, trans and queer theory, Indigenous theories, and critical race and disability scholarship. These more-than-human theories rub frictionally against the history of walking scholarship and offer crucial insights into the potential of walking as a qualitative research methodology in a more-than-human world. Theoretically innovative, the book is grounded in examples of walking research by WalkingLab, an international research network on walking (www.walkinglab.org).
The book is rich in scope, engaging with a wide range of walking methods and forms including: long walks on hiking trails, geological walks, sensory walks, sonic art walks, processions, orienteering races, protest and activist walks, walking tours, dérives, peripatetic mapping, school-based walking projects, and propositional walks. The chapters draw on WalkingLab’s research-creation events to examine walking in relation to settler colonialism, affective labour, transspecies, participation, racial geographies and counter-cartographies, youth literacy, environmental education, and collaborative writing. The book outlines how more-than-human theories can influence and shape walking methodologies and provokes a critical mode of walking-with that engenders solidarity, accountability, and response-ability.
This volume will appeal to graduate students, artists, and academics and researchers who are interested in Education, Cultural Studies, Queer Studies, Affect Studies, Geography, Anthropology, and (Post)Qualitative Research Methods.
This edited collection takes up the wild and sudden surge of new materialisms in the field of curriculum studies. New materialisms shift away from the strong focus on discourse associated with the linguistic or cultural turn in theory and toward recent work in the physical and biological sciences; in doing so, they posit ontologies of becoming that re-configure our sense of what a human person is and how that person relates to the more-than-human ecologies in which it is nested. Ignited by an urgency to disrupt the dangers of anthropocentrism and systems of domination in the work of curriculum and pedagogy, this book builds upon the axiom that agency is not a uniquely human capacity but something inherent in all matter. This collection blurs the boundaries of human and non-human, animate and inanimate, to focus on webs of interrelations. Each chapter explores these questions while attending to the ethical, aesthetic, and political tasks of education—both in and out of school contexts. It is essential reading for anyone interested in feminist, queer, anti-racist, ecological, and posthumanist theories and practices of education
"Intimate scholarship" refers to qualitative methodologies, such as self-study and autoethnography, that directly engage the personal experience, knowledge, and/or practices of the researcher(s) as the focus of inquiry. While intimate scholarship offers entrypoints into non-binary thinking by blurring the line between researcher/researched, much work in this genre continues to reinforce a humanist "I". In this volume, we ask what happens when the researcher in forms of intimate scholarship is decentered, or is considered as merely one part of an entangled material-discursive formation. Chapters in this volume highlight ways that researchers of teaching and teacher education can advance conversations in education while exploring theories with an ontological view of the world as fundamentally multiple, dynamic, and fluid. Drawing on a range of methods, authors "put to work" posthuman, non-linear, and multiplistic theories and concepts to disrupt and decenter the "I" in intimate methodologies. Also featured in this volume are conversations with leading posthuman scholars, who highlight the possibilities and challenges of decentering the researcher in intimate scholarship as a practice of social justice research.
This volume presents 13 studies that provide concrete and authentic illustrations of self-study as it naturally unfolds across different educational settings. Each chapter provides in-depth descriptions of the context, method choices and processes used for self-study research, highlighting how researchers gather, analyze and make sense of data. All of these studies offer rich examples of the recursive processes so important in self-study research. The first section highlights the use of text as data to examine the meaning and value of teacher education practices. The second features self-studies using discourse and dialogue as data and often as actual analysis tools for examining practice. The third presents studies in which different forms of visual representations are used as data that illuminate the ideas, assumptions and experiences underlying practice. The final section presents self-studies focused on the impact of practice on teacher education programs, students, and faculty-student interactions.
The challenges teacher educators are now facing are of a different nature from those of the past few decades. They have taken on an urgency and a magnitude not witnessed before. Strict government control of education is increasing, the social problems in the schools are more severe, the budget restrictions we face in the university are greater, and the public disillusionment with education, in general, is more than just a passing malaise. This period will be crucial to the future of teacher education; we need to rally together to examine our practice, renew our programs accordingly, collaborate with others, and offer examples of programs that do make a difference.
Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories -- including both the successes and challenges -- are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to "walking the talk."
This article reviews 65 studies presented at the 10th international self-study of teacher education practices conference in 2014 to determine whether emerging self-study research incorporates the five major characteristics of self-study: self-initiated inquiry that is situated and improvement-aimed; undertaken collaboratively; uses multiple research methods; and demonstrates trustworthiness. We present an analysis of 63 empirical studies with reference to the five major characteristics and several additional criteria. Our analysis indicates that most of the self-studies reported at the conference were conducted within the context of faculty teaching programs with case analysis as the predominant approach; also, most were carried out collaboratively. Multiple research methods were preferred over single methods and the most frequent analysis was presented in the form of themes and topics. This review corroborates that empirical studies generally meet the major characteristics of self-study research, although not every self-study reviewed was conducted with a defined collaborative theoretical framework. Collaboration, use of multiple research methods, and trustworthiness emerged as three characteristics that were not always addressed adequately or carefully.
This chapter explores using digital resources to facilitate methodological processes of a previous self-study that employed rhizomatic concepts to examine the influence of neoliberalism in our praxis. Acknowledging that we are products of a society with deeply ingrained discourses privileging capitalism, our aim was to “deterritorialize,” or interrupt, teaching practices informed by neoliberal norms. However, we found that traditional textual methodologies constrained our efforts to analyze and express complex, multi-directional, recursive, ongoing processes while working together from opposite U.S. coasts. To aid us in non-linear, long-distance self-study research, we experimented with multiple digital tools, including Google Docs, FaceTime, email, and the software Inspiration. These technologies facilitated our “thinking with” rhizomatic concepts, such as the rhizome and affect, to interrogate the influence of neoliberalism in our thinking and teaching practice, as well as supported our own collaboration.
Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses both reflected the progress and challenges of research on teaching and teacher education at the times they were delivered and identified paths that the education research community could take to address the challenges. It traces key influences of these lines of work on the quality of teacher preparation, assessment of teaching effectiveness, and competing conceptions of teacher accountability. It ends with a discussion of the role of politics in setting educational policy, a call for education researchers to become more knowledgeable about and more capable of engaging in political and policy arenas productively, and a reminder that public scholarship is the goal of the 2016 AERA Annual Meeting and the topic of the next presidential address.
Over the past decade, Critical Race Theory (CRT) scholars in education have produced a significant body of work theorizing the impact of race and racism in education. Critical Race Theory Matters provides a comprehensive and accessible overview of this influential movement, shining its keen light on specific issues within education. Through clear and accessible language, the authors synthesize scholarship in the field, highlight major themes and assumptions, and examine strategies of resistance and practices for challenging the existing inequalities in education. By linking theory to everyday practices in today’s classroom, students will understand how CRT is relevant to a host of timely topics, from macro-policies such as Bilingual Education and Affirmative Action to micro-policies such as classroom management and curriculum. Moving beyond identifying problems into the realm of problem solving, Critical Race Theory Matters is a call to action to put into praxis a radical new vision of education in support of equality and social justice.
In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a "remix" of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.
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Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend. --This text refers to an out of print or unavailable edition of this title.
ABSTRACTS
The purposes of this investigation were to explore power and literacies in and surrounding local, Christian fundamentalist faith‐based education space and to show how empirical data can be used to assemble literacies in a manner that is outside typical research frames and ways to display research. This qualitative space study addresses the conditions of possibilities that faith‐based education theories, texts, and spaces made available, and how participants accommodated, resisted, and transformed those conditions of possibilities afforded in and by the school in classrooms, in a school assembly, and in field trips to an African American art museum and to a popular motion picture with religious themes. Foucault's, Deleuze's, and Guattari's concepts guided the investigation. The analysis involved space methodologies to explore distances, or ruptures, between content and expressions that occurred in data‐collection sites. Through these ruptures, lines of power relations were mapped. Through use of a dramatization, the study shows connections among experiences of adolescent students, teachers, and other participants, illustrating how the strategic uses of literacies enabled certain things to be seen and said in these education spaces while other things were not seen or said. In addition to providing evidence of how Christian literacies were enacted in the school, the article is intended to stimulate discussions about faith‐based literacy education and about how space methodologies might be useful for the literacy field.
Los propósitos de esta investigación fueron explorar el poder y la cultura escrita en un espacio de educación de fe cristiana fundamentalista y mostrar cómo los datos empíricos pueden usarse para integrar culturas escritas de una manera que difiere de los marcos típicos de investigación y de las formas de presentar las investigaciones. Este estudio cualitativo se ocupa de las condiciones y posibilidades que ofrecen las teorías, textos y espacios educativos basados en la fe. También estudia cómo los participantes se adaptan, resisten y transforman esas condiciones y posibilidades proporcionadas por la escuela en: las aulas, una asamblea escolar y visitas a un museo de arte afro‐americano y al cine a ver un film de tema religioso. Conceptos de Foucault, Deleuze y Guattari guiaron la investigación. El análisis incluyó metodologías espaciales para explorar distancias o rupturas entre forma y contenido ocurridas en las localizaciones de recolección de datos. A través de estas rupturas se trazaron líneas de relaciones de poder. Mediante el uso de la dramatización, el estudio muestra conexiones entre experiencias de estudiantes adolescentes, docentes y otros participantes, revelando cómo el uso estratégico de la cultura escrita permite que, en estos espacios educativos, ciertas cosas sean vistas y dichas, mientras que otras no se ven ni se dicen. Además de proporcionar evidencia sobre el accionar de la cultura escrita cristiana en la escuela, el artículo aspira a estimular discusiones sobre la educación basada en la fe y sobre las metodologías espaciales y su utilidad en el campo de la alfabetización.
Der Zweck dieser Untersuchung war es, den Einfluss und das Schreiben und Lesen innerhalb des Umfeldes eines lokal eingegrenzten christlich‐fundamentalistischen Bildungsraumes zu ergründen und aufzuzeigen, wie empirische Daten genutzt werden können, um das Schreiben und Lesen auf eine Art zu koordinieren, die außerhalb typischer Forschungsrahmen und Wege zum Darstellen von Untersuchungen geeignet ist. Diese qualitative Raumstudie adressiert die Bedingungen und Möglichkeiten, die durch im Glauben basierte Bildungstheorien, Texte und Räume verfügbar gemacht wurden und wie die Teilnehmer sich ihnen anpaßten, ihnen widerstanden und diese Konditionen erweiterter Möglichkeiten sich wandelten, in den Klassenräumen in und durch die Schule eingesetzt wurden, in einer Schulversammlung und in Ausflügen zu einem afrikanisch‐amerikanischen Kunstmuseum und einem beliebten Kinofilm mit religiösen Themen. Die Konzepte vonFoucault, Deleuze, und Guattari bildeten die Richtlinien für die Untersuchung. Die Analyse bezog Raummethologien mit ein, um Distanzen oder Reibungsbrüche zwischen Inhalt und Ausdrücken zu untersuchen, die in Datenverarbeitungsstellen auftraten. Durch diese Unterbrechungen wurden Verbindungen zu Machtrelationen aufgezeichnet. Unter Nutzung der Dramatisierung zeigt die Studie Verbindungen zwischen den Erfahrungen heranwachsender Schüler, den Lehrern und anderen Teilnehmern auf, indem illustriert wird wie die strategischen Anwendungen des Schreibens und Lesens es ermöglichen, in diesen Bildungsräumen gewisse Dinge zu sehen und zu sagen, während andere Dinge nicht gesehen oder ausgesprochen wurden. Zusätzlich zur Lieferung von Beweisen, wie christliches Schreiben und Lesen in der Schule verordnet wurden, beabsichtigt der Artikel Diskussionen über im Glauben basierte Schreib‐ und Leseausbildung anzuregen und darüber, wie Raummethologien auf dem Gebiet des Schreibens und Lesens nützlich sein könnten.
Cette recherche avait pour but d'explorer pouvoir et savoirs en lecture‐écriture dans et autour d'un espace éducatif basé sur une foi chrétienne fondamentaliste, et de montrer comment on peut utiliser des données empiriques réunissant des savoirs en lecture‐écriture d'une façon différente des structures et des formes habituelles d'organisation de la recherche. Cette étude spatiale qualitative interroge les conditions et les possibilités de disposer de théories, de textes et d'espaces quand l'éducation est basée sur la foi, et la façon dont les participants adaptent, résistent et transforment les conditions et possibilités fournies dans et par l'école: dans les salles de classe, dans une assemblée d'école, lors de visites à un musée d'art afro‐américain et pour voir un film à succès à thèmes religieux. Cette recherche s'appuie sur des concepts de Foucault, Deleuze et Guattari. L'analyse comportait des méthodologies spatiales pour explorer les distances, ou les ruptures, entre le contenu et ses expressions tels qu'ils sont apparus dans les sites de collecte des données. Au moyen de ces ruptures, on a pu tracer des lignes de relations de pouvoir. Au moyen de l'utilisation d'une dramatisation, l'étude fait apparaître les liens entre l'expérience des élèves adolescents, des enseignants et d'autres participants, et comment les stratégies d'utilisation du savoir lire‐écrire ont permis à certaines choses d'être vues et dites dans ces espaces éducatifs, tandis que d'autres choses n'ont pas vues ou dites. Outre le fait de montrer comment les savoirs lire‐écrire chrétiens sont mis en oeuvre à l'école, cet article vise à provoquer une discussion sur l'éducation du savoir lire‐écrire basée sur la foi et sur la façon dont des méthodologies spatiales pourraient être utilisées dans le champ de la lecture‐écriture.
Цель данного исследования: рассмотреть понятие власти и различные виды грамотности в контексте христианского фундаменталистского образовательного пространства и показать, как можно использовать эмпирические данные для структурирования знания о грамотности, которое не умещается в рамки типовых исследований и типовых способов их описания. Данное качественное исследование рассматривает условия и возможности, которые предлагают христианские теории образования, тексты и само христианское образовательное пространство. Рассматриваются способы, посредством которых участники исследования приспосабливали эти условия и возможности “под себя”, противостояли им и преобразовывали их в соответствии с темой и обстановкой конкретного урока, общешкольного собрания, во время посещения музея афро‐американской культуры и при просмотре популярного кинофильма с религиозной тематикой. Исследование основано на концепциях М. Фуко, Ж. Делёза и Ф. Гваттари. Анализ включал в себя такие методы исследования образовательного пространства, которые способны выявить дистанцию или полный разрыв между формой содержания и формой выражения, существующие в образовательных учреждениях, где происходил сбор данных. Так удалось структурировать линии отношений власти‐подчинения. С помощью метода драматизации исследователи демонстрируют связь между образовательным опытом, накопленным учащимися‐подростками, преподавателями и другими участниками образовательного процесса, и иллюстрируют, как стратегическое использование различных навыков грамотности позволяет увидеть и обсудить одни моменты, а другие не заметить “по умолчанию”. Статья демонстрирует, как связанные с верой навыки грамотности реализуются в школьном контексте, и стимулирует читателей к обсуждению основ религиозной грамотности и методов создания соответствующего образовательного пространства.
This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban and rural contexts to examine transnational lifeworlds and their influence on culturally relevant practices in relation to notions of oppression and privilege. We focus on linguistic border crossings and both/and perspectives of teacher’s social identities. More research is needed to better understand the construction of teacher’s social identities within and across transnational lifeworlds and the ways it impacts their practices and student’s academic and social achievement.
Feminists drawing on the physical and biological sciences increasingly repudiate the notion that biology and matter are passive
or inert and instead recognize the agency of biology or matter in worldly phenomena and social and political behavior. Such
‘new materialist’ work challenges the linear models of causation that underlie constructivist analyses of the ways power shapes
the subjects and objects of knowledge. It provokes feminist epistemologists to develop models of causation and explanation
that can account for the complex interactions through which the social, the biological, and the physical emerge, persist,
and transform.
KeywordsAgency-Causation-Complexity-Materiality-New materialisms
In this chapter I summarize the epistemological, pedagogical, and moral/ethical/political underpinnings of self-study, which
serve as the conceptual framework for the field. I then offer a characterization of the methodology of self-study in relationship
to those theoretical foundations by encapsulating the predominant pedagogical strategies, research methods, and research representations
in the literature to date. I conceptualize self-study as “a methodology for studying professional practice settings” (Pinnegar,
1998) that has the following characteristics: it is self-initiated and focused; it is improvement-aimed; it is interactive;
it includes multiple, mainly qualitative, methods; and, it defines validity as a validation process based in trustworthiness
(Mishler, 1990). The chapter thus serves as an introduction to this section on the methodology of self-study.
Sociology and the new materialism: Theory, research, action
- N J Fox
- P Alldred
- NJ Fox
On critical pedagogy
- H A Giroux
- HA Giroux
The heart and science of teaching: Transformative applications that integrate academic and social-emotional learning
- C B Hansen
- CB Hansen
International handbook of self-study of teaching and teacher education practices
- V K Laboskey
- VK LaBoskey
The SAGE handbook of play and learning in early childhood
- H L Taguchi
- HL Taguchi
Knowing, becoming, doing as teacher educators: Identity, intimate scholarship, inquiry
- S E Pinnegar
- M L Hamilton
- SE Pinnegar
Characteristics of critical friendship that transform professional identity Retrieved from <https://edtechbooks.org/castle_conference_2020/chapter_17>
- S Kastberg
- M Grant
- C Edge
- A Cameron-Standerford
- B Bergh
Translator’s foreword and notes [foreword]
- B Massumi
- G Deleuze
- F Guattari