Assemblages of Violence in Education

Wozolek, Boni

doi:10.4324/9781003139515

Cited by 8 publications

(3 citation statements)

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“…Diffractive studies (Barad, 2017;Bozalek et al, 2016), cartographic studies (e.g., Aronsson & Lenz Taguchi, 2018;Renold & Ivinson, 2014), speculative forms of analysis (e.g., Campt, 2017;de Freitas & Truman, 2021;Nxumalo & Delgado Vintimilla, 2020), and many other emerging practices of inquiry informed by posthumanist philosophies eschew foundational claims in favor of ontologically generative interventions (e.g., Helfenbein, 2021;A. B. Pratt, 2022;Wozolek, 2020). They do not epistemically resolve uncertainty.…”

Section: Methodological Implicationsmentioning

confidence: 99%

“…Examples of this kind of study included more immersive cartographic studies of relational possibilities as experienced by nomadic subjects (Rousell, 2021;Wozolek, 2020); Mazzei and Jackson's inventories of multiple ways of theoretically "plugging in" to a topic of analysis (A. Y. Jackson & Mazzei, 2023); and Tina Campt's (2017) and Fikele Nxumalo's (2021) speculative analysis of the possibilities of Black subjectivity, diffractive studies (Barad, 2014(Barad, , 2017Bozalek et al, 2016Bozalek et al, , 2021Mazzei, 2014), nonrepresentational arts-based research (Springgay & Rotas, 2015;Springgay & Truman, 2017;Truman, 2016;Ulmer & Koro-Ljungberg, 2015), and other forms of scholarship.…”

Section: Patterns Of Posthuman Inferencementioning

confidence: 99%

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The Logic of Posthuman Inquiry: Affirmative Politics, Validity, and Futurities

Pratt

Rosiek

2023

Qualitative Inquiry

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Empirical research informed by posthumanist philosophy is proliferating in the social sciences. This research takes many forms and is willfully pluralistic and creative in the analytic approaches it takes. The innovation, however, is not entirely free form. Posthumanist scholarship both employs familiar forms of inference and is also forwarding a distinctive array of inferential practices that until now have not been commonly present in mainstream/whitestream social sciences. Attending to the logic of emerging posthumanist empiricism can help clarify the affirmative ethics and politics of posthumanist inquiry. This essay offers that a modal, dialethic, paraconsistent logic of action is more suited to posthumanist inquiry than a classical logic of representation. This logic of action locates validity not with the accuracy of representations, but in the specific character of the futurities enabled and disabled by the ontologically generative action of inquiry. Implications for an axiology of posthumanist empiricism are explored.

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Section: Methodological Implicationsmentioning

confidence: 99%

Section: Patterns Of Posthuman Inferencementioning

confidence: 99%

The Logic of Posthuman Inquiry: Affirmative Politics, Validity, and Futurities

Pratt

Rosiek

2023

Qualitative Inquiry

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“…The present work considers the identities of transfronterizo teachers as forming in these intra‐actions at the United States–Mexico border. Research design therefore took the approach of critical place ethnography (Tuck and McKenzie, 2014), which enabled me to study the transfronterizo experience through a comprehensive focus on “systems, individuals, and ecologies, including other systems of violence and also, complicatedly, systems of peace and justice” (Wozolek, 2021, 66). Critical place inquiry led me to pay attention to the intrinsic physical characteristics and objects contained within the border's periphery, as well as to the sensorial stimulus and human interactions held within this territory.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Dirty care in the transfronterizo experience: Walking with Mexicali/Calexico teachers through their youth

O’Donnell

2023

Anthropology & Edu Quarterly

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Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers’ identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested in teacher identity work.

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