Decentering the Researcher in Intimate Scholarship: Critical Posthuman Methodological Perspectives in Education Vol: 31

Kathryn Strom
California State University, USA

Tammy Mills
University of Maine, USA

Alan Ovens
University of Auckland, New Zealand

Product Details
17 Oct 2018
Emerald Publishing Limited
248 pages - 152 x 229mm
Advances in Research on Teaching
"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.
Introduction: Decentering the Researcher in Intimate Scholarship; Kathryn Strom, Tammy Mills, & Alan Ovens
Affective Reverberations: The Methodological Excesses of a Research Assemblage; Adrian D. Martin  
Teaching in, Relating in, and Researching in Online Teaching: The Desiring Cartographies of Two Second Language Teacher Educator Becomings; Francis Bangou and Stephanie Arnott  
We, Monsters: An Autoethnographic Literature Review of Experiences in Doctoral Education Programs; Jordan Corson and Tara Schwitzman  
Decentering the ‘Self’ in Self-Study of Professional Practices: A Working Research Assemblage; Mats Melvold Hordvik, Lars Tore Ronglan, Ann MacPhail and Deborah Tannehill 
New Materialist Auto-ethico-ethnography: Agential-realist Authenticity and Objectivity in Intimate Scholarship; Chau Vu 
Narrative Mining: A Poststructural Autoethnographic Method for Exploring Race and Identity in the Urban Classroom; John Wamsted 
The Luxury of Vulnerability: Reflexive Inquiry as Privileged Praxis; Tricia M. Kress & Kimberly J. Frazier-Booth
The Rhizomes of Academic Practice: Culturally and Linguistically Diverse Students Negotiating Learning and Belonging; Radha Iyer 
Pedagogy, Naked and Belated: Disappointment as Curriculum Inquiry; Brandon Sams 
Art as a ‘Thing that Does’: Creative Assemblages, Expressive Lines of Flight, and Becoming-Cosmic-Artisan in Teacher Education; Kay Sidebottom and David Ball 
Becoming-with/in Educational Research: Minor Accounts as Care-Full Inquiry; Maria Wallace  
Affirmative Ethics, Posthuman Subjectivity, and Intimate Scholarship: A Conversation with Rosi Braidotti; Rosi Braidotti  
Decentering Subjectivity After Descartes: A Conversation with Michael Peters; Michael Peters  
Encounters and Materiality in Intimate Scholarship: A Conversation with Maggie MacLure; Maggie MacLure 
Deleuzoguattarian Decentering of the Eye/I: A Conversation with Jessica Ringrose and Shiva Zarabadi; Jessica Ringrose and Shiva Hassan-Zarabadi
Kathryn Strom is an Assistant Professor of Educational Leadership at California State University, East Bay, USA. Her research interests include preparing educators to work for social justice in classrooms and school systems, posthuman/materialist theories, and post-qualitative methods of inquiry. Her recent work includes the book Becoming-Teacher: A Rhizomatic Look at First-Year Teaching and the development of a complex framework for teacher learning-practice for the International Consortium of Multilingual Excellence in Education.
Tammy Mills is an Assistant Professor in the College of Education at the University of Maine, USA. Since joining the University of Maine, she has taught a variety of teacher education courses with an emphasis on access, equity, and assessment. Tammy focuses her research on pre-service teachers preparing to teach in rural settings, and their (and her own) experiences growing up and experiencing schooling in rural contexts, using non-linear perspectives to guide her thinking and methodologies.
Alan Ovens is an Associate Professor in the School of Curriculum and Pedagogy at the University of Auckland, New Zealand. His research investigates the complex nature of educational practice, with particular attention to critical pedagogy and social justice. His interests include embodied learning, democratic forms of teaching, and digital technologies in teacher education.

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