The posts continue: becoming

A “terribly inefficient” production: Unsettling methodologies with children through Deleuzian notions of time

“…The posthuman notion of entanglement (Barad, 2007) -the ways in which matter and meaning are mutually constitutive, affective and agential -was omnipresent; it was my research topic, it was my theoretical/philosophical frame, and it guided my ways of working in the field with children. This entanglement of being-becoming -how the human and more-than-human make themselves known to each other through various material-discursive events and how each emerge differently through these acts of mutual intelligibility (Barad, 2007) Inherent to this post-qualitative mode (Lather, 2011;St. Pierre, 2013) was working through/with various tensions and contradictions between the posthuman onto-epistemological assumptions that grounded this project, and the more humanist epistemological assumptions about data and subjectivity that traditionally guide qualitative research methods.…”

“…Just as I had engaged with the concept and practice of the rhizome, assemblage, and lines of flight (Deleuze & Guattari, 1987) in conceptualizing and enacting our methods, I turned toward Deleuze's philosophy of time to temporally resituate these research practices. This kind of "plugging in" of Deleuzian thought to the posthuman, material-discursive notion of entanglement in relation to research methodologies is appearing with more regularity in the literature and has been explored recently by many engaged in critical exploration of what it means to research within the post-qualitative moment (e.g., Childers, 2013;MacLure, 2013aMacLure, , 2013bLenz Taguchi, 2013St. Pierre, 2013).…”

“…Within this paper, I explore what it might mean for researchers in the field of early childhood to work in ways that unsettle our taken-for-granted notions of time. After Rhedding Jones' (2007) Deleuzian approach to writing, this paper is structured in-kind as a "theoretical unfolding " (1993), moving between narrative, anecdote, transcript, and later, drawings and photographs, activating Deleuzian concepts along the way in order to argue that a reworking of time is necessary for moving towards a postqualitative inquiry (Lather, 2011;St. Pierre, 2013) that grapples with the entangled nature of researching with children.…”

Cyborgs, desiring-machines, bodies without organs, and Westworld: Interrogating academic writing and scholarly identity

“…Brabazon (2016) uses the zombie as a lens through which to critique the neoliberal university. These metaphors provide not only playfulness, but can also operate as structural frames and meaning making tools (Netolicky, 2015;Sharoff, 2013). They can, as McWilliam (2000) puts it, unsettle what it means to behave properly in the academe and in doing so push against accepted ontologies and epistemologies.…”

Sustaining the unsustainable: Wearable technologies as informing running-practice in urban schools

“…Although posthumanist and new materialist theories and methodologies are not embedded in psychoanalytical practices or poststructuralist frameworks, the influence of the 'posts' can be traced to the material feminists of the 1990s, such as Grosz. Moreover, psychoanalytical roots of practice are exposed in the works of Deleuze and Guattari, which are often used in relation to posthumanist thought and new materialist methodologies in educational research (Braidotti, 2013;Braidotti, 2002;Hultman and Lenz Taguchi, 2010;Mazzei, 2010;St. Pierre, 2013).…”