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
Format:
Hardback
ISBN:
9781787546363
Published:
Publisher:
Emerald Publishing Limited
Dimensions:
248 pages - 152 x 229mm
Series:
Advances in Research on Teaching
List price £85.99 List price €114.99 List price $145.99
Categories:
"Intimatescholarship" refers to qualitative methodologies, such as self-study and autoethnography, that directly engage the personalexperience, knowledge, and/or practices of the researcher(s) as the focus ofinquiry. While intimate scholarship offers entrypoints into non-binary thinkingby blurring the line between researcher/researched, much work in this genrecontinues to reinforce a humanist "I". In this volume, we ask what happens whenthe researcher in forms of intimate scholarship is decentered, or is consideredas merely one part of an entangled material-discursive formation.
Chapters in this volume highlight ways that researchersof teaching and teacher education can advance conversations in education while exploring theories with an ontological view of theworld as fundamentally multiple, dynamic, and fluid. Drawing on a range of methods, authors "put to work" posthuman, non-linear, and multiplistic theories and concepts todisrupt and decenter the "I" in intimate methodologies. Also featured in this volumeare conversations with leading posthuman scholars, whohighlight the possibilities and challenges of decentering the researcher inintimate 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
KathrynStrom is an Assistant Professor of Educational Leadership atCalifornia State University, East Bay, USA. Her research interests include preparingeducators to work for social justice in classrooms and school systems, posthuman/materialisttheories, and post-qualitative methods of inquiry. Her recent work includes thebook Becoming-Teacher: A Rhizomatic Lookat First-Year Teaching and the development of a complex framework forteacher learning-practice for the International Consortium of MultilingualExcellence in Education.
TammyMills is an Assistant Professorin the College of Education at the University of Maine, USA. Since joining theUniversity of Maine, she has taught a variety of teacher education courses withan emphasis on access, equity, and assessment. Tammy focuses her research onpre-service teachers preparing to teach in rural settings, and their (and herown) experiences growing up and experiencing schooling in rural contexts, usingnon-linear perspectives to guide her thinking and methodologies.
Alan Ovens is an Associate Professor in the School ofCurriculum and Pedagogy at the University of Auckland, New Zealand. His researchinvestigates the complex nature of educational practice, with particularattention to critical pedagogy and social justice. His interests includeembodied learning, democratic forms of teaching, and digital technologies inteacher education.

You might also be interested in..