“Trajectories Matter”: Affect, Neuroqueerness, and Music Research-Creation in an Early Childhood Classroom

Abstract

In this article, the author considers his ongoing experience as a PhD student to argue for the significance of “trajectory” toward doctoral and early career research. He suggests that his background in special education shapes his methodology (critical disability studies), his research-creation praxis, and his approach to theory. He exemplifies this through two research-creation projects: Neuroqueer(ing) Noise, which was an in-school project in an early childhood classroom, and Oblique Curiosities, which is an ongoing composition project. The author then offers four propositions for doctoral students interested in drawing from “post philosophies.” This article is of relevance to postgraduate students interested in post philosophies, research-creation, or arts-based early childhood educational research.

Order and Chaos in the Research-Creation Classroom

“…Following Manning's (2016b) conceptualization, I understand research-creation as a scholarly, pedagogical, and mode of expression/ artistic practice. Arts-based education scholars have similarly emphasized the inextricable link between artistic and pedagogical practice, embedding their work within research-creation frameworks (Rotas, 2021;Rousell, 2021;Shannon, 2023;Springgay & Rotas, 2014;Truman, Bozalek & Kuby, 2023). Using research-creation as a theoretical and practical tool was useful for the project because it provided opportunities to create research that connects philosophical concepts with education and artistic expressions like painting.…”