Assemblage analysis: an experimental new-materialist method for analysing narrative data

Feely, Michael

doi:10.1177/1468794119830641

Cited by 69 publications

(34 citation statements)

References 24 publications

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“…Several methods for studying assemblages have developed in empirical work (e.g. McFarlane 2011 ; Baker and McGuirk 2017 ; Feely 2019 ). Actor-network theory (ANT) is among the relational methods most frequently used in the social sciences (Latour 2005 ).…”

Section: Relational Approaches To Epistemologymentioning

confidence: 99%

Towards a relational paradigm in sustainability research, practice, and education

Walsh

Böhme

Wamsler

2020

Ambio

132

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Relational thinking has recently gained increasing prominence across academic disciplines in an attempt to understand complex phenomena in terms of constitutive processes and relations. Interdisciplinary fields of study, such as science and technology studies (STS), the environmental humanities, and the posthumanities, for example, have started to reformulate academic understanding of nature-cultures based on relational thinking. Although the sustainability crisis serves as a contemporary backdrop and in fact calls for such innovative forms of interdisciplinary scholarship, the field of sustainability research has not yet tapped into the rich possibilities offered by relational thinking. Against this background, the purpose of this paper is to identify relational approaches to ontology, epistemology, and ethics which are relevant to sustainability research. More specifically, we analyze how relational approaches have been understood and conceptualized across a broad range of disciplines and contexts relevant to sustainability to identify and harness connections and contributions for future sustainability-related work. Our results highlight common themes and patterns across relational approaches, helping to identify and characterize a relational paradigm within sustainability research. On this basis, we conclude with a call to action for sustainability researchers to codevelop a research agenda for advancing this relational paradigm within sustainability research, practice, and education.

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Section: Relational Approaches To Epistemologymentioning

confidence: 99%

Towards a relational paradigm in sustainability research, practice, and education

Walsh

Böhme

Wamsler

2020

Ambio

132

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“…Accordingly, we used the notion of assemblage as the key analytical reference. This notion has proved useful to analyse narrative data and attend the material realities of disability without embracing essentialist understandings of the impaired body [27,17]. For our study, we have inspired in the he work of Gibson [e.g.…”

Section: Methodsmentioning

confidence: 99%

‘It’s not a part of me, but it is what it is’: the struggle of becoming en-wheeled after spinal cord injury

Monforte

Smith

Pérez-Samaniego

2019

Disability and Rehabilitation

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Purpose: Many people who experience spinal cord injury become long-term wheelchair users. This article addresses the process of becoming en-wheeled through the case example of a disabled man called Patrick.Design: An intrinsic case study informed by posthumanist developments was used.Within this design, Patrick and his manual wheelchair were the entangled participants of the inquiry.Methods: Interviews and fieldwork observation with Patrick were conducted.Qualitative data were analysed using the posthumanist notion of 'assemblages'. Results:The results illuminate Patrick's struggle of negotiating a new embodied selfhood that includes the wheelchair. Patrick engaged in ableist rehabilitation after spinal cord injury to recuperate the capacity to walk and break his connection with the wheelchair. After extensive treatment of his body, he reluctantly assumed his cyborg or posthuman condition. Conclusion:The analysis and discussion resulted in a theoretical frame that presents the notions of positive and negative enwheelment as two ends of a continuum. In doing so, the paper offers a useful tool for understanding and addressing enwheelment plus other cyborgification processes. We advocate for its acceptance into the disability studies and rehabilitation practice repertoire.

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“…Cuando rescatamos el concepto de ensamblaje lo hacemos sí, en primer lugar, para destacar que las diferencias o las voces pueden devenir de y operar en órdenes interactivos y expresivos aparentemente distintos (p. ej. discursivo, emocional, imaginativo, teórico, político) (Feely, 2020). Pero, en segundo lugar, y siguiendo a De Landa ( 2006), porque los efectos que dentro del rizoma social producirían estos entrelazamientos -o agenciamientos -entre voces no se podrían explicar linealmente; porque cada una de estas voces ha devenido, recursivamente, de los modos en que cada voz se ha afectado y dejado afectar alguna vez y como parte de otros ensamblajes.…”

Section: Ventana Neomaterialista Para Que Tenga Voz Cada Minúscula DIunclassified

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Gómez-Guinart

Jaras

2021

EPAA

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Throughout this critical literature review, we present some theoretical and ethical challenges that the empirical use of voice poses to the knowledge and the development of public policies on inclusion in education. To this aim, we reviewed 31 studies that focus on voice, such as it is defined by the social model of disability, as a unit of analysis for inclusive practices in different educational scenarios. We found that voice is a synonym for discourse, and it describes three empirical routes: voice that points out social barriers, voice that expresses attitudes and beliefs, and voice that copes with stigma. Drawing upon our findings, we justified the need for producing knowledge for inclusion from another onto-epistemological perspective. As alternative, we suggested that new materialisms allow us to interrogate the ideas of the human and the difference underneath the social model of disability, given its modern ontological roots. In this direction, we redefined voice to recognize as such to every minuscule difference expressed by each alive materiality. Then, we reflected on the possibilities of creating knowledge that leads to a non-deterministic understanding of the difference and the human, and encourages the becoming of new discourses, practices, and public policies for inclusion in education.

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Assemblage analysis: an experimental new-materialist method for analysing narrative data

Cited by 69 publications

References 24 publications

Towards a relational paradigm in sustainability research, practice, and education

Towards a relational paradigm in sustainability research, practice, and education

‘It’s not a part of me, but it is what it is’: the struggle of becoming en-wheeled after spinal cord injury

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

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