“How many sums can I do”? Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity

Palmer, Anna

doi:10.7577/rerm.173

Cited by 23 publications

(18 citation statements)

References 17 publications

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“…Foucault's (1979Foucault's ( , 1984 discursive genealogies also offer radical re-evaluations of modern institutional space and have informed studies on educational architecture (Burke and Grosvenor 2008), teachers' discursive practices within classroom and staffroom space (McGregor 2001), as well as feminist studies of space (Dunne 2007;Quinn 2003;Tamboukou 1999). However, the 'spatial turn' has usefully refocused attention on micro-level spatial practices, and brought theories of space into productive relation with studies of pedagogy and materialities (Fenwick and Landri 2012;Ivinson 2012;Mulcahy 2012;Palmer 2011;Zembylas 2007). Studies such as these lend support to my argument for understanding space as a material 'multiplicity' (Massey 2005, 9).…”

Section: Theoretical Contexts: Space Objects Bodies and Materialitymentioning

confidence: 96%

Objects, bodies and space: gender and embodied practices of mattering in the classroom

Taylor

2013

Gender and Education

118

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This article focuses on objects, bodies and space to explore how the mundane materialities of classrooms do crucial but often unnoticed performative work in enacting gendered power. Drawing on ethnographic data from a UK sixth form college study, the article analyses a series of 'material moments' to elaborate a material feminist analysis of embodied practices of mattering. I argue that 'practices, doings and actions' (Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. London: Duke University Press), while often hidden or taken for granted, are a constitutive material force in producing what and who matters within classrooms. By highlighting objects, bodies and space as entangled material agencies, the article raises new questions about gendered pedagogic practices. It proposes the necessity to rethink classroom space as an emergent intersection of multiple, mobile materialities, and argues that doing so is a crucial task for a material feminist praxis.

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Section: Theoretical Contexts: Space Objects Bodies and Materialitymentioning

confidence: 96%

Objects, bodies and space: gender and embodied practices of mattering in the classroom

Taylor

2013

Gender and Education

118

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“…See, e.g., Elfström, 2013;Dahlberg & Moss, 2005;Olsson, 2008. 14. See, e.g., Hultman, 2011;Hultman & Lenz Taguchi, 2010;Lenz Taguchi, 2010;Palmer, 2011;Westberg Bernemyr, 2015. 15.…”

Section: Notesunclassified

The figuration of the posthuman child

Lindgren

2019

Discourse: Studies in the Cultural Politics of Education

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In a time when the pursuit of quality is high on the Swedish ECEC (Early Childhood Education and Care) policy agenda, teachers' responsibilities for evaluating educational practice, based on documentation of individual children's development and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published a support material promoting 'pedagogical documentation' as a tool and a method for documentation and evaluation, framed within posthumanist theory. From the posthumanist point of view offered in the support material, the traditional Western educational ideal is claimed to fall short of comprehending the transdisciplinary nature and relational complexity of learning as well as the interdependency between the child and the world. In this article, both conditions enabling a posthumanist reconfiguration of the preschool child, as well as the ways in which the child is brought into being as 'posthuman' through policy, research and practice, is examined.

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“…There is an increasing number of studies that employ diffractive methodologies in educational research (e.g. Bozalek & Zembylas, 2016;Lenz Taguchi & Palmer, 2013;Palmer, 2011;Snaza & Weaver, 2015), even with regard to sexuality education (e.g. Cameron-Lewis, 2016; Renold & Ringrose, 2017) that is presenting important knowledge on the implications for curricula, policy development and pedagogical practices.…”

Section: Conceptual Approachmentioning

confidence: 99%

Ethical implications in teaching and learning about intimate partner violence and femicide prevention

Cassar

2018

Education Inquiry

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This article explores a number of ethical implications that could arise in classroom situations when tackling the topic of intimate partner violence and femicide prevention with adolescent students. Due to their disturbing nature these topics might cause distress to students. The elimination of these topics from school curricula aimed at avoiding potential emotional risks also raises a number of ethical issues. These concern the reproduction of silences that shroud the topics of intimate partner violence and femicide in some cultures. The song "Love The Way You Lie" by Eminem and Rihanna is presented as a teaching tool that could be used to navigate the exposure of material that could be ethically sensitive. The song revolves around the theme of intimate partner abuse and could be considered an example of how violence is made acceptable and normalised through cultures that permit and perpetuate it. Insights from a diffractive methodology are employed to suggest that the use of the song for educational purposes is regarded as potentially helpful for students to think diffractively about the lived realities surrounding interpersonal violence and femicide. The article discusses a number of implications this has for educational curricula.

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“How many sums can I do”? Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity

Cited by 23 publications

References 17 publications

Objects, bodies and space: gender and embodied practices of mattering in the classroom

Objects, bodies and space: gender and embodied practices of mattering in the classroom

The figuration of the posthuman child

Ethical implications in teaching and learning about intimate partner violence and femicide prevention

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