Recognition and difference: a collective biography

Davies, Bronwyn; Schauwer, Elisabeth De; Claes, L.; Munck, Katrien De; Putte, Inge Van de; Verstichele, Meggie

doi:10.1080/09518398.2013.788757

Cited by 52 publications

(23 citation statements)

References 3 publications

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“…Braidotti (2006) points out that representations of others can be oppressive, even abusive. A growing "post" movement of new feminist materialist theorists (Davies et al 2013;Sellers 2013;Vannini 2015) claim that working with non-representational thinking is more useful to create possibilities for the emergence of novel potentials. This fluid and more dynamic process suggests an opening up to ethical questioning on "how things come to matter in the ways they do" (Davies et al 2013, 680).…”

Section: In Medicinementioning

confidence: 99%

Diffracting reflection: a move beyond reflective practice

Mitchell

2017

Educ. as change

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Reflective practice has become a core component in higher education studies. In the health sciences, reflective tasks are required throughout the undergraduate programmes, yet many students struggle to find value in these tasks for their present and future professional practice. Benefits that can be derived from the process are undermined by this lack of motivation for reflective engagement. Concern around the static, contained, individualist nature of reflections that often face judgement through assessment can be addressed by opening up the process to generate new potentials. In this paper, I draw on new materialism and the Baradian (2007) philosophy of diffraction to move beyond the reflective practices of representation and sameness by affirmatively working with/through differences. I refer to data collected in an ethics approved research study at the University of Cape Town (UCT), South Africa, to explain a context of unjust practices in which students learn. I demonstrate how students' reflective texts shared online on the Google Drive platform can be productive and transformative material forces that enact new knowledge, valued by students. The apparatus of text-students-events is put to work creating new possibilities to enable a socially just pedagogy in medical education.

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Section: In Medicinementioning

confidence: 99%

Diffracting reflection: a move beyond reflective practice

Mitchell

2017

Educ. as change

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“…While theoretically informed CBM (see also Davies et al, 2013) is based on discursive exploration, some groups had strong allegiances to paradigms such as sociocultural theorising that were positioned as competing with the discursive. Instead of a reflexive both/and engagement with discourse, some groups continued to position memories solely within their initial paradigm that did not appear to be altered in any way by the group process or, if there was movement, it was accompanied by tension, discomfort and (in some cases) participant withdrawal.…”

Section: Professional Emergence? Cautionary Talesmentioning

confidence: 99%

“…Like Somerville, we drew on Deleuze and Guattari's (1988) notion of becoming, expanding it through the work of Patti Lather (1991) and Elizabeth Grosz (1999), to suggest that our becoming might become an 'unravelling' through methods with a 'postmodern emergence'. Recently Davies et al (2013) have added questions about materialism and ontogeny from the feminist work of Barad into an analysis of collective biography around difference and recognition. It was to this emphasis that we turned.…”

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confidence: 99%

Collaborative Research to Support Reflexive Feminist Professional Work

Claiborne

Cornforth

Milligan

et al. 2015

Open Review of Educational Research

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“…Working within a post-qualitative research perspective (Davies et al, 2013;Jackson, 2013;Lather, 2013;Lather & St. Pierre, 2013;MacLure, 2013;St. Pierre, 2011, I am not interested in gender and care in terms of an individual autonomous subject but rather in terms of entanglements and the materialization of naturecultures.…”

Section: Theoretical Framework and Mode Of Inquirymentioning

confidence: 99%

Playing With Dolls: (Re)storying Gendered Caring Pedagogies

Hodgins

2014

ijcyfs

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Based on material discussed more fully in Chapter 4 of the author's Ph.D. dissertation (Hodgins, 2014), this article shares ordinary classroom stories of child-doll encounters that occurred during a collaborative research study that explored how children, educators, and things emerge as gendered caring subjects within early childhood practices. The historical and current dominance of dolls in early childhood practices and their links to gender and care make dolls such a significant material to think-with. Following Donna Haraway, this article works to unstick early childhood pedagogies from individualist and child-centred pedagogies, and rethink the apolitical and developmental logics that underpin "doll early childhood pedagogies". Through thinking-with dolls, new trajectories for dolls in the classroom are created. These trajectories highlight children's relations with/in the world situated within practices in, near, and far from the classroom, and the becoming of gendered caring subjects as a materialsemiotic entanglement rather than a performed or predestined linear development. Implications for caring pedagogies are considered, including the necessity for making visible the interconnectedness of gender and care, tracing how (particular) practices come to matter, and responding within the complexity of knotted webs of relationality.

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Recognition and difference: a collective biography

Cited by 52 publications

References 3 publications

Diffracting reflection: a move beyond reflective practice

Diffracting reflection: a move beyond reflective practice

Collaborative Research to Support Reflexive Feminist Professional Work

Playing With Dolls: (Re)storying Gendered Caring Pedagogies

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