Inclusion and mastery: variations on the theme of subjection

Claiborne, Lise Bird; Cornforth, Sue; Davies, Bronwyn; Milligan, Andrea; White, E. Jayne

doi:10.1080/09540250802213107

Cited by 15 publications

(9 citation statements)

References 19 publications

(20 reference statements)

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“…By collaboratively challenging tired and ‘well‐rehearsed’ explanations within our stories, we focussed ‘on re‐searching and deconstructing meaning making processes’ (Speedy, 2005a, p. 31), in order to get closer to an embodied sense of our research topic. This was carried out, not in an attempt to find ‘the truth’ or to ‘liberate the story‐teller from her history’ (Claiborne, Cornford, Davies, Milligan, & White, , p. 50), but to uncover ‘discursive imperatives at play’ (Davies et al, , p. 372). As a result, new narratives emerged – some tentatively, others through resonant connections made with others – and formed richer, more thickly textured memories of the experiences being researched.…”

Section: Methodsmentioning

confidence: 99%

Gliding across the liminal space between counsellor and counselling researcher: Using collective biography practices in the teaching of counselling research methodologies

Dalzell

Bonsmann

Erskine

et al. 2010

Couns and Psychother Res

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Aims: Drawing on their engagement in a specific collective biography research project, the co‐authors aim to demonstrate how the weaving together of creative story‐telling and the theory underlining collective biography practices resulted in an understanding of rhizomatic research methodologies from within the process. This paper aims to demonstrate one way in which research methodologies training can become more firmly embedded within counsellor training courses. Method: A collective of counselling students and a session tutor colleague used collective biography practices to research their memories of traversing the liminal space between ‘counsellor’ and ‘counselling researcher’. Alongside the resulting collective stories, a collaborative review of the research process examined our chosen ways of working within the project. Outcomes: Engaging in collective biography practices resulted in an experiential shift from ‘learning to do counselling research’ to ‘becoming counselling researchers’. Weaving together research processes and researcher reflexivity generated personal and professional learning. Ways in which these research methodologies complement core components of counselling training, within and beyond the teaching of research, were identified. Conclusions: Collective biography practices offer a way of introducing non‐arboreal creative research methodologies into counsellor training. Careful consideration of potential challenges surrounding the introduction of these practices is required.

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Section: Methodsmentioning

confidence: 99%

Gliding across the liminal space between counsellor and counselling researcher: Using collective biography practices in the teaching of counselling research methodologies

Dalzell

Bonsmann

Erskine

et al. 2010

Couns and Psychother Res

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“…I began this investigation by considering my memories of my father in his last years. The accounts of this remembering draw on my experiences of collaborative biographical work in which memories are written as accounts after critical groups discussions that acknowledge aspects of their constitution through dominant discourses (e.g., Claiborne, Cornforth, Davies, Milligan, & White, 2009). Added to this were caveats that come from researchers using autoethnography as creatively reimagined textual techniques.…”

Section: Memories Of My Father: Keeping the House "Ship-shape"mentioning

confidence: 99%

Travels With My Father

Claiborne

2017

Qualitative Inquiry

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Barad’s diffractive methodology was used to explore one man’s encounter with Parkinson’s disease after long exposure to pesticides in home maintenance. The study moved from a realist account of relevant studies in toxicology, entomology, and neurology toward an onto-ethico-epistemological enquiry that asked how humans and insects live and work within the shared mattering of minerals, water, and time. Constructed memories of my father’s later life were explored within masculine discourses about protection of the family from invading insects and an intra-active reconsideration of the contradictions involved in the use of poison as both care and harm. New materialist theorizing took the focus from an exploration of the difference experienced by one fragile body toward a larger engagement with material and discursive forces, ending with questions about U.S. modernism and the tenaciousness of human subjectivities in a time of changing climate and movement of species around the globe.

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“…Following the rules, they position themselves as 'competent students' (Laws & Davies, 2000;Davies, 2006;Claiborne et al, 2009). This group reads and refers to the educational materials and repeats during lessons what teachers have said in other lessons.…”

Section: Positioning Of the Studentsmentioning

confidence: 99%

“…The process of subjectification, consists of positioning and of being positioned within various discourses on a daily basis, i. Entering a new category and being acknowledged as a legitimate member by others entails a submission to the rules of the category (Davies, 2006;Claiborne, Cornforth, Davies, Milligan & White, 2009). To be a successful member and be someone who masters the demands of the new category requires an adjustment to the discursive practices of the category in question.…”

Section: Identity As (Also) a Construction In Interactionmentioning

confidence: 99%

Competing discourses and the positioning of students in an adult basic education programme

Jensen

2011

RELA

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This article presents a case study of the learning processes of students enrolled in an adult basic education programme in the social and health care sector in Denmark. Theoretically the project draws on 'positioning theory', i.e. a poststructuralist approach. The issues being researched are how the students are positioned and position themselves in relation to the discourses mobilised in the programme. A qualitative inquiry, the empirical aspects consist of observations, interviews and studying documents. In addition to suggesting that competition exists between the opposing discourses mobilised in the programme, the preliminary constructions presented in this article point to processes that involve the inclusion and exclusion of students.

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Inclusion and mastery: variations on the theme of subjection

Cited by 15 publications

References 19 publications

Gliding across the liminal space between counsellor and counselling researcher: Using collective biography practices in the teaching of counselling research methodologies

Gliding across the liminal space between counsellor and counselling researcher: Using collective biography practices in the teaching of counselling research methodologies

Travels With My Father

Competing discourses and the positioning of students in an adult basic education programme

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