Diffraction or reflection? Sketching the contours of two methodologies in educational research

Abstract

Internationally, an interest is emerging in a growing body of work on what has become known as 'diffractive methodologies' drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of 'reflexivity', which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on 'reflexivity' and 'critical reflection' has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices -reflection and diffraction -in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research. IntroductionDissatisfied with epistemological practices of reflexivity grounded in representationalism, scholars immersed in feminist science studies began to raise questions about the theoretical assumptions and consequences of reflexivity. Haraway (1997), a pioneer in these debates, proposed the notion of diffraction as an alternative to reflexivity. As she expressed her misgivings at the time:

Storying Diffractive Pedagogy

“…The generative potential of diffraction for ECTE is exciting and important. Diffraction insists upon being attentive to difference in knowledge-making processes (Barad, 2007;Bozalek & Zembylas, 2017). In our search for difference, micro-moments offered a rich site in which to search for ways in which to produce new knowledges, rather than fall into the trap of recognition and re-presentation.…”

Diffracting reflection: a move beyond reflective practice

“…Different terms are used such as reflective, reflection, critical reflection and reflexivity, with each denoting different aspects of self-examination (Bozalek and Zembylas 2016). Roger's (2001) detailed conceptual analysis of reflective practices in higher education indicates 15 different terms.…”

“…It introduces negativity, often pitting one viewpoint against another in a reductionist manner (Bozalek and Zembylas 2016). However, it does have an important role if taken up with an affirmative approach that Braidotti (2006) claims as more ethical as it can then elicit a vitality and affective intensity.…”

“…This emerging field of study recognises that individuals are not separate entities but, rather, enactments with/through the in/determinate entangled relationships between different humans, non-humans and material forces (Barad 2007). While an increasing number of studies relate to diffractive methodologies in research (Bozalek and Zembylas 2016;Lenz Taguchi and Palmer 2013;Ringrose and Renold 2014;Sellers 2013), using diffraction in a practical way with students in higher education appears to be relatively unexplored. In the third section of the paper, I show how diffraction has empowered students to become agents of change.…”

Blogging as a method of inquiry

“…Platforms such as Medium even allow readers to highlight and share their favourite quotations with their social media network, and Medium records where this has happened and where the blog author's words have gone. By being mindful of the composition techniques of blogging, a scholar invites the audience (both past and present) in to collaborate over what ideas continue forward, what needs further work and what needs rethinking (Bozalek & Zembylas, 2017). Blogging as inquiry "begins as it ends, in the middle" (Deleuze & Parnet, 2002cited in Wyatt & Gale, 2012.…”