What if reflexivity and diffraction intra-act?

Undurraga, Jacqueline Karen Andrea Serra

doi:10.1080/09518398.2021.1900622

Cited by 8 publications

(4 citation statements)

References 37 publications

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“…Using performative meta-reflexivity (Serra Undurraga, 2022, 2023a, 2023b), I ask myself: How am I relating to myself and what is that producing? Am I relating to myself by labeling my experience and producing myself as a fixed identity?…”

Section: Beginnings: Our Different Historiesmentioning

confidence: 99%

Not All That Post, Not All That New: The Disruption of Challenging Coloniality

Serra Undurraga,

Wyatt

2024

Cultural Studies ↔ Critical Methodologies

Self Cite

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What happens when, as scholars who have habitually been working with posthumanism and the new materialisms, we find ourselves summoned by thinkers who critique the covert coloniality present in these approaches? This work is the result of a year-long project where we set up the task of feeling our way through these critiques, exploring how they change our work and ourselves; and attempting to find a way of relating to the challenge of decoloniality. We use collaborative writing as an approach to delve into our encounters with readings, our own histories, and our ways of relating to the academy and each other. In this work, we start from our differing histories and positionalities—a Chilean woman and a British man; now colleagues and with a history of being a PhD supervisee-supervisor. Then, we grapple with how posthumanism/new materialism has neglected to think about how coloniality is entangled in who the “humans” it speaks to are and how it is further reproducing colonial dynamics of ethnocentric erasure that effectively do not allow it to go beyond the “human.” After considering possibilities of integration, reparation, survival, and refusal, we conclude it is crucial to reflexively acknowledge and work with our concrete positionalities and interests, thereby making our conceptualizations necessarily provincial, limited, and in some ways problematic. Otherwise, we run the risk of engulfing decolonial, postcolonial, anticolonial, and indigenous theories without any fundamental change, thus furthering coloniality.

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Section: Beginnings: Our Different Historiesmentioning

confidence: 99%

Not All That Post, Not All That New: The Disruption of Challenging Coloniality

Serra Undurraga,

Wyatt

2024

Cultural Studies ↔ Critical Methodologies

Self Cite

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“…The objects entail my son's picture and one of his dinosaur toys; a 1970s’ black and white photo booth of my mother and me; a curly seed and a compass found in the Atacama Desert, which evoke my life there as a goldsmith; a tapestry from Perú; a pencil sharpener and my first camera, both from my childhood; a basket from Tierra del Fuego with stones from diverse places; and a pounamu or jade stone carving necklace depicting a manaia —a Māori messenger and spiritual guardian of the sky, earth and sea—given by the family I made in Aotearoa New Zealand. Although the stories we tell cannot exactly reflect us (Serra Undurraga 2023), this is an effort to create authentic connections with students and trust. After showing my visual story, the students were encouraged to make their own pepeha in their visual journals, where they collected and researched personal and family objects through visual and written means, reflecting on their experiences about identity through the practice of storytelling.…”

Section: Purpose and Context Of The Researchmentioning

confidence: 99%

The Potential of Visual Arts Education: Strengthening Pre‐Service Primary Teachers’ Cultural Identity

Garcia‐Lazo,

Donoso,

Springinzeisz

et al. 2024

Int J Art Design Ed

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This article reports on research focused on a visual arts education course offered during a primary teacher training in Chile. It was driven by the increasing cultural diversity in Chilean schools, the potential of art education to respond to this context and the limited space that this field has in the national curriculum, an issue that is replicated in most teachers’ training programmes. Intercultural and students’ cultural funds of knowledge theories informed a framework that was implemented in the investigated course to strengthen pre‐service teachers’ cultural identity and the adoption of culturally inclusive practices. Through focus groups with the students and analysis of their visual journals, the research explored whether the course impacted their perception of visual arts education, and their cultural identities. Through a/r/tography, an arts‐based methodology that articulates art, research and education, the study presents the students’ voices and imagery, testimonies that contributed to reassess the space given to art education in primary schools and teacher training programmes.

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“…While reflexivity is a contested concept that has been controversially discussed in the literature (e.g., Barad, 2014;Serra Undurraga, 2021), we use Stirling's (2006) helpful distinction between reflectiveness and reflexivity as a reference point to ground our understanding of the concept. Using a mirror as a metaphor for inquiry, reflectiveness can be understood as the "faithful reflection of all that lies in the field of view" (Stirling, 2006, p. 227), whereas reflexivity concerns the recognition of a subject who, when looking into the mirror, may also become a large part of the reflected image.…”

Section: Anticipation Propositionalmentioning

confidence: 99%

“…To put it bluntly, reflexive research cannot be done alone in an isolated ivory tower, but requires active participatory engagement and value co-creation with actors in the world. Only in interaction with the world can we begin to appreciate what our ways of relating produce for ourselves and others (Dewey, 1938a;Serra Undurraga, 2021).…”

Section: Anticipation Propositionalmentioning

confidence: 99%

Threading the Needle in the Digital Age: Four Paradigmatic Challenges for Responsible Design Science Research

Herwix

2023

Preprint

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The rapid development of life-changing information technologies poses a significant societal challenge: finding responsible ways to harness their benefits while mitigating potentially catastrophic consequences. However, our understanding of how to contribute to this imperative is still in its early stages, especially in the face of accelerating technological advances, such as in the field of artificial intelligence. In response, this paper proposes the deliberate development of a responsible design science research (DSR) ecosystem as a promising way forward. This responsible DSR ecosystem aims to leverage the insights and diversity of the information systems (IS) research community, along with perspectives from related fields, to address societal challenges in a responsible and productive manner. The paper presents a conceptualization of responsible DSR, characterized by four paradigmatic challenges: ontological, epistemological, axiological, and methodological. Through a multi-grounded research process involving empirical, theoretical, and internal grounding, key challenges for responsible DSR practice are conceptualized and recommendations for its future development are provided. This paper contributes to IS research by presenting a paradigmatic framework that can provide a common ground for the wide variety of IS research interested in addressing real-world problems, and by offering recommendations that open up new perspectives on the possibilities and limitations of responsible DSR. Overall, this work can be seen as nothing more or less than an invitation to embark on a collective journey to imagine a responsible DSR ecosystem and shape its future for the benefit of humanity.

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What if reflexivity and diffraction intra-act?

Cited by 8 publications

References 37 publications

Not All That Post, Not All That New: The Disruption of Challenging Coloniality

Not All That Post, Not All That New: The Disruption of Challenging Coloniality

The Potential of Visual Arts Education: Strengthening Pre‐Service Primary Teachers’ Cultural Identity

Threading the Needle in the Digital Age: Four Paradigmatic Challenges for Responsible Design Science Research

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