Post-Qualitative Research and Innovative Methodologies
Produktdetaljer
Biografisk notat
Matthew Krehl Edward Thomas is Senior Lecturer in Education at Deakin University, Australia.
Robin Bellingham is Lecturer in Education, Pedagogy and Curriculum at Deakin University, Australia.
This important new collection has that ‘forward tilt’ described by the editors, of elaborating new concepts and new possibilities for thought and action, while being anchored in the ethics and the affects of specific research projects and encounters. It is a lively and serious contribution to a field that, thankfully, still has no fixed boundaries.
Maggie MacLure, Professor of Education, Manchester Metropolitan University, UK
Matthew Thomas and Robin Bellingham have assembled a book we need in this moment, one that moves beyond the pronouncements of post-qualitative, posthumanist, and agential realism as departures from what was and takes the step of materially exploring what social inquiry can be. It does so with an honesty about the slippages, challenges, and struggles of putting new theory to work that will stimulate great conversations in methodology classes and conferences for years to come.
Jerry Rosiek, Professor of Education Studies, University of Oregon, USA
This provoking volume is one of the Bloomsbury Social Theory and Methodology in Education Research Series…The book provides an opportunity to question assumptions upon which research and society are built… The editors and authors are to be congratulated for developing and presenting a book that takes us to see research with different eyes, to imagine new forms and terms, to be intrigued by the intersecting of humanity with the natural world, and to envisage further changes that are moving into the world of Artificial Intelligence.
- Margaret Malloch, Australian Journal of Adult Learning
Series Preface, Mark Murphy
Foreword, Julianne Moss
1. The Vitality of Theory in Research Innovation, Matthew Krehl Edward Thomas and Robin Bellingham
Part I: Disruption, Subjectivity and Agency
2. Postproductive Methods: Researching Modes of Relationality and Affect Worlds through Participatory Video with Youth, Laura Trafí-Prats and Rachel Fendler
3. Experimental Critical Qualitative Inquiry: Disrupting Methodologies, Resisting Subjects, Travis M. Marn and Jennifer R. Wolgemuth
4. Troubling Binaries: Gendering Research in Environmental Education, Catherine Hart and Annette Gough
5. The Shame of Participation: Rethinking the Ontology of Participation with a Stutter, Eve Mayes
Part II: Frontiers: Possibility, Timespace and Materiality
6. Posthumanist Poetics and the Transcorporeal, Hypercorporeal Chronotope, Robin Bellingham
7. Who is in My Office and Which Century/ies Are We In? A Pedagogical Encounter, Mary Dixon
8. Disturbance and Intensive Methodology in Capitalist Ruins, Jesse Bazzul
9. Transversalities in Education Research: Using Heterotopias to Theorize Spaces of Crises and Deviation, Marguerite Jones and Jennifer Charteris
Part III: Entanglements and Innovations: Method and Theory
10. Swarms and Murmurations, Matthew Thomas
11. Post-Anthropocene Imaginings: Speculative thought, Diffractive Play and Women on the Edge of Time, Chessa Adsit-Morris and Noel Gough
12. Replete sensations of the Refrain: Sound, Action and Materiality in Agentic Posthuman Assemblages, Jennifer Charteris and Marguerite Jones
Index
The Bloomsbury Social Theory and Methodology in Education Research series brings together books exploring various applications of social theory in educational research design. Each book provides a detailed account of how theory and method influence each other in specific educational research settings, such as schools, early childhood education, community education, further education colleges and universities. Books in the series represent the richness of topics explored in theory-driven education research, including leadership and governance, equity, teacher education, assessment, curriculum and policy studies. This innovative series provides a timely platform for highlighting the wealth of international work carried out in the field of social theory and education research, a field that has grown considerably in recent years and has made the likes of Pierre Bourdieu and Michel Foucault familiar names in educational discourse.
Series Editor:
Mark Murphy is Reader in Education & Public Policy and Co-Director of the Robert Owen Centre for Educational Change, University of Glasgow, UK.
Editorial Board:
Julie Allan, University of Birmingham, UK
Robert Aman, University of Glasgow, UK
Stephen Ball, UCL Institute of Education, UK
Cristina Costa, University of Strathclyde, UK
Dympna Devine, University College Dublin, Ireland
Donald Gillies, University of the West of Scotland, UK
Jones Irwin, Dublin City University, Ireland
Bob Lingard, University of Queensland, Australia
Amy Stambach, University of Wisconsin-Madison, USA
Andrew Wilkins, Goldsmiths, University of London, UK
Produktdetaljer
Biografisk notat
Matthew Krehl Edward Thomas is Senior Lecturer in Education at Deakin University, Australia.
Robin Bellingham is Lecturer in Education, Pedagogy and Curriculum at Deakin University, Australia.