Engaging in Agential Realist Research Practices

Juelskjær, Malou; Plauborg, Helle; Adrian, Stine Willum

doi:10.4324/9780429056338-8

Cited by 6 publications

(7 citation statements)

References 1 publication

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“…Whereas queerness overtly patterns Barad's iteration of FNM (but organizational scholars straighten it), the influence of decolonial and anti-racist theory may not be so obvious for MOS scholars reading Barad's early work. Even so, the links are available: Irni (2013) commented extensively on these connections in Barad's scholarship, and Barad directly mentions the influence of decolonial theories (Juelskjaer, Plauborg, & Adrian, 2021). Similarly, Schaeffer's (2018) work showed the connection between Chicanx/Latinx decolonial theory and "new" materialist scholarship through a close reading of Anzaldúa's oeuvre.…”

Section: Onto-epistemology: Intertwined Being and Knowingmentioning

confidence: 99%

Deferring Difference No More: An (im)modest, relational plea from/through Karen Barad

Harris

Ashcraft

2023

Organization Studies

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The field of management and organization studies (MOS) regularly invokes the relational theories of Karen Barad in sociomaterial and new materialist scholarship. Taking the increasing influence of this work as our point of departure, we witness once again the deferral of difference as organizational scholars grapple with Barad’s oeuvre but gloss the work’s feminist, queer, and decolonial impetus. As a consequence, relational scholarship in MOS circulates without its commentary on gender, race, sexuality, and related axes of inequity. This article recenters these aspects of relational approaches in three steps: (1) identifying the scholarly practices through which they disappear, (2) ‘re-relationalizing’ relational theory in its radical roots, and (3) envisioning scholarly practices that better actualize the potential of relational theories. Our goal is to cultivate the constitutive relations of MOS such that we cease the deferral of difference, both in the study of power and in studies of ‘generic’ organizational practice.

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Section: Onto-epistemology: Intertwined Being and Knowingmentioning

confidence: 99%

Deferring Difference No More: An (im)modest, relational plea from/through Karen Barad

Harris

Ashcraft

2023

Organization Studies

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“…According to Barad diffractive methodology is an alternative to the practice of formulaic and predictable modes of critique (Barad, 2007;Barad & Gandorfer, 2021;Dolphijn & Van der Tuin, 2012;Juelskjaer & Schwennesen, 2012;Juelskjaer, et al, 2021). Diffraction is a practice which is attentive to how differences come about, what is excluded and included and how these exclusions matter in the world.…”

Section: Diffractionmentioning

confidence: 99%

Immanent and diffractive critique in scholarship and publication

Bozalek

Romano

2023

CriSTaL

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Criticality and critique require careful attention by authors, reviewers, and editors in Critical Studies in Teaching and Learning (CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequacies of the text. This article explores more generative approaches to critique and criticality such as immanent critique and diffractive methodologies. We argue that in order for immanent critique and diffractive methodologies to happen, sensibilities such as attentiveness, response-ability, accountability, generosity, and curiosity are necessary. The final section of the paper considers academic practices of reviewing, writing, reading, pedagogy, and conferencing in relation to immanent critique and diffractive methodologies and the sensibilities we propose which make these forms of critique and criticality possible.

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“…Bozalek and Zembylas (2017) note that the term ‘critical reflection’ has wider social and political implications, recognizing entanglements and relations of power. Importantly, though, the theory and practice of reflective inquiry considers agency as an exclusively human capacity, which may be critiqued for adhering to a language-based and representational epistemology, using a reflection metaphor that suggests sameness (Barad, 2007; Haraway, 1992, 1997; Lenz Taguchi, 2010; Moxnes and Osgood, 2019; Murris and Bozalek, 2019), and for regarding our experiences as objects that we can distance ourselves from in order to understand (Massumi, 2015). Moving beyond a negative critique that may set up a new binary (Braidotti, 2013), a diffractive methodological approach moves between reflection and diffraction, language and sensation, and human-specific engagements, as well as materially agentic performance.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…‘Plugging’ does have connotations of purposeful human-directed action, as in applying a pre-designed ‘method’, but a concept-led reading of data through theory and theory through data is important for opening up analysis beyond sameness and the already known. A diffractive analysis invites an emergent reading of texts through one another, and data through texts and vice versa (Murris and Bozalek, 2019). In doing this, one dwells in a threshold space: in between, ‘both/and’ (Jackson and Mazzei, 2012: 6).…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…Researching learning in classrooms, even when one attempts to move beyond anthropocentrism, inevitably raises questions about the qualities and types of thought, as in what counts as learning, when is it happening and how. In education, the critical practice of self-reflexive thinking has been increasingly dominant (Bozalek and Zembylas, 2017; Haraway, 1997; Lyons, 2010; Moxnes and Osgood, 2018; Murris and Bozalek, 2019; Pillow, 2003), although diverse in particular figurations of ‘reflection, reflexivity and critical reflection’ (Bozalek and Zembylas, 2017: 118). For Lyons (2010: 26), reflective inquiry ‘invites a consideration of how we know, how we learn and asks us to be attentive to our own awareness, to become conscious of ourselves as knowers’.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

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‘Draw yourself and write your name’: Material-discursive agency of names and drawings in early childhood

Giorza

2022

Contemporary Issues in Early Childhood

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A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and drawings in collaborative and intra-active literacy ‘becomings’. These are the workings of a diffractive data analysis. Already strong affective connections between the children give buoyancy to the playful recitation of written names on a pile of pages. Familiar Grade R (reception year) activities take flight and diffract with age, race and gender to produce new knowledge about ‘what matters’ in early childhood. There are both inward and outward flows between the micro and the macro worlds of ‘becoming reader’ and ‘becoming learner’ as names move in between the sounds of belonging and recognition (the children's and their classmates’ names), and the pull of identifiable shapes and letters, words and meaning. The importance of drawing as meaning-making is affirmed but exceeded as an experimental performativity spills over into further exploration that was shared and extended with a friend. The analysis moves between and among the conceptual, real and virtual through reflective and diffractive insights. The researcher notices patterns of sameness and difference in the playful literacy and drawing events performed by the children with their lively classroom environment. Reconceptualizing the material products of learning as lively co-producers of knowledge with their authors requires a reconceptualizing of the human and a refiguring of the child as learner. Making the ‘child’ visible in posthumanist research means recognizing the inseparability of the learner from the learning and the temporal, material and spatial realities that produce it, and noticing the lively entanglements of names and drawings and what they do.

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Engaging in Agential Realist Research Practices

Cited by 6 publications

References 1 publication

Deferring Difference No More: An (im)modest, relational plea from/through Karen Barad

Deferring Difference No More: An (im)modest, relational plea from/through Karen Barad

Immanent and diffractive critique in scholarship and publication

‘Draw yourself and write your name’: Material-discursive agency of names and drawings in early childhood

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