Professor Elizabeth Adams St. Pierre’s work focuses on critical and poststructural theories of language and the subject and what she has called post qualitative inquiry or post inquiry. She asks what might come after conventional humanist qualitative research methodology. She’s especially interested in the new empiricisms/new materialisms as well as new research practices enabled by the ontological turn. During St. Pierre's visit to the Finnish Educational Research Association (FERA) Conference in Oulu in November 2014, we had the opportunity to talk with her about post qualitative research around some questions we had sent her beforehand. We then transcribed, edited, and translated the interview, and published it in the Finnish journal Kasvatus (Education) in spring 2015. In this interview St. Pierre talks in the US context, where qualitative methodology is turning—or being pushed to turn—back to positivism with normalized and formalized practices, St. Pierre encourages researchers to constantly question the prevailing truths and the traditions they have learnt too well.
In this paper we seek an understanding of the part mobile phone use plays in the capitalist assemblages present in school classrooms. Capitalism is approached in the vein of Gilles Deleuze's and Félix Guattari's Anti-Oedipus, through the continuous movement of de-and re-territorialisation. The empirical grounding is a wide study on mobile phone use conducted at an upper secondary school in Finland. A particular focus of this paper is one psychology lesson on puberty and the highlighting of ways in which territories such as puberty are challenged in the school life of young people through their mobile phone use in class. Analysing a student's Tumblr photo stream, we show how smartphones challenge the existing territorialities in a classroom. We locate three central deterritorialising movements: in relation to the physical space of the classroom; to the affective space of the classroom; and to the notion of body in puberty. We conclude that mobile phone use simultaneously both matters to students intimately and channels flows of capitalism at school.
Children’s activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and practices. Three events show how assemblages produced children as active/inactive; gaming the algorithm, and educators seeking to use the devices pedagogically.
Hakkarainen, Hytönen, Makkonen & Lehtonen ehdottivat Aikuiskasvatuksessa 4/2013 ”luonnontieteellisen”, niin sanotun kollektiivisen mallin soveltamista kasvatustieteellisessä jatkokoulutuksessa. Kirjoittajakollektiivi jatkaa keskustelua akateemisen kapitalismin uhasta.
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