Diffraction as a Methodology for Feminist Onto-Epistemology: On Encountering Chantal Chawaf and Posthuman Interpellation

Tuin, Iris van der

doi:10.1080/13534645.2014.927631

Cited by 59 publications

(22 citation statements)

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“…Jackson and Mazzei (2012) encourage researchers to work toward imagining what newness can be produced through diffracting data. Diffraction as method has been understood and practiced in varied ways within the field of education (Mazzei, 2014, Davies, 2014, Murris 2017, Ulmer, 2016, van der Tuin, 2014. These researchers emphasize different aspects of the proposed methodology, including the blurring of subject/object, which renders the researcher literally a part of the subject being studied.…”

Section: Thinking With Diffractionmentioning

confidence: 99%

Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

Aslanian

2018

International Journal of Early Years Education

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Young children spend an increasing amount of time in out of home care, as neuroscientific research reveals the pivotal role love and touch plays in children's development. In response to this new knowledge, there is a growing interest in love and touch in the context of early childhood education. Sadly, cases of sexual abuse in ECEC settings have ignited fear and uncertainty among stakeholders in regards to what kind of touch and how much love is appropriate to feel for children in ECEC. Research exploring love in early childhood education tends therefore to be concerned with creating certainty in regards to love as a safe and healthy practice. This focus, though neccesary to develop knowledge about love, also silences other uncertain aspects of love in the context of early childhood education that affect early childhood educators. Drawing on Karen Barad's diffraction methodology, this article engages a diffractive analysis and transforms educators' solicited narratives of love in pedagogic practice into love poems. The poems attend to the overflowing quality of love as an uncertain, ephemeral phenomenon, invoking moments of pleasure and the desire to connect with children as personal matters, rather than solely professional concerns.

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Section: Thinking With Diffractionmentioning

confidence: 99%

Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

Aslanian

2018

International Journal of Early Years Education

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“…Hultman og Lenz Taguchi drøfter ikke ANTmetodologi eksplisitt, men baserer i stor grad refleksjonene på annen post-human tenkning som diffraksjonsmetodologi (Barad, 2014;van der Tuin, 2014) og Deleuzes (2004) forestilling om å bli til sammen med. Dette er en tilnaerming Hultman også har benyttet seg av i sitt doktorgradsarbeid med utgangspunkt i feltarbeid i skolen (Hultman, 2011).…”

Section: Annen Forskning På Barn Og Materialitetunclassified

De yngste barna og tingene deres – en ANT-analyse av lek i småbarnsavdelinger

Nome

2017

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Artikkelen presenterer en mikro-etnografisk undersøkelse av barns forhold til tingene i to småbarnsavdelinger i norske barnehager. Hensikten er å forstå hvordan barns relasjoner til ting virker inn på deres mulighet til deltagelse og sosial posisjonering i gruppen. Undersøkelsen er basert på Aktør-Nettverk-Teori som vektlegger tingenes betydning som agens i sosiale nettverk og tingenes funksjon som forlengelse av barnas kropper. Undersøkelsen viser at tingene har betydning som legitim inngangsbillett til deltagelse i lekegrupper og at tingenes innbyrdes hierarkiske orden bidrar i å uttrykke den sosiale orden mellom barna som inngår i relasjon med dem. The article presents a micro-ethnographic study on toddlers’ relationship to the material artefacts in two Norwegian kindergarten groups. The purpose of the study is to understand how their relationship with objects influences their possibilities for participation in peer groups. The study is based on Actor-Network-Theory. A main point is that material artefacts have agency in social networks surrounding us and function as extensions of our bodies. The study indicates that material artefacts serve as entrance tickets for participation in group activities and that the hierarchic order between the objects in the room, influences the social order among the children using them.

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“…Value indicates success in and for itself" ( [22], p. 157). 12 The active work of art (not the Subject or its supposed opposite of the mute object) is paradigmatic here as this work stands out in the total environment and preserves itself; it is the perfect example of a Whiteheadian "enduring object" ( [5], p. 18) or what Latour calls, with reference to the sciences, an "immutable mobile" [40]. The work of art exhibits a gathering-together of everything that we are prone to singling out as ingredients put in interacting boxes by the skillful artist or the masterful 10 Somebody who has undertaken such a study is Whitehead's student Susanne K. Langer.…”

Section: …Through the Study Of Beauty…mentioning

confidence: 99%

“…The quote goes well with diffraction, because as soon as a text is diffracted by another text, it has always/already been affected. My previous work has explained this with the strange temporality of Althusserian interpellation [12]. Kirby has made clear how the strange causality of Derridean différance can be used to the same effect (see [13], p. 292).…”

Section: Introductionmentioning

confidence: 99%

“Without an Analytical Divorce from the Total Environment”: Advancing a Philosophy of the Humanities by Reading Snow and Whitehead Diffractively

Tuin

2014

Humanities

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This article develops a philosophy of the humanities by reading C.P. Snow's famous thesis of "the two cultures" through the early work of Alfred North Whitehead. I argue that, whereas Snow refers to Whitehead's Science and the Modern World, he ultimately paves the way for a reductive interpretation of humanities scholarship, which is a move that can be repaired by delving into Snow's own reference to Whitehead following a diffractive reading methodology. This way of reading was first formulated in the context of feminist epistemology (but can be found elsewhere and under different names) in an attempt to generate constructively conceptual rather than closed hermeneutical readings of theoretical texts by making the reading dynamic and open-ended (in Karen Barad's terms: reading their insights "through" one another). As such, reading diffractively shies away from relying on classification and is playful with the past, present, and future of the humanities. The article argues that the diffraction of Snow and Whitehead hinges on theories of "beauty" and will demonstrate (with Whitehead) that humanities scholarship originates in a total environment in which works of art-as the subject matter of humanities research-stand out and preserve themselves as "enduring objects".

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Diffraction as a Methodology for Feminist Onto-Epistemology: On Encountering Chantal Chawaf and Posthuman Interpellation

Cited by 59 publications

References 0 publications

Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

De yngste barna og tingene deres – en ANT-analyse av lek i småbarnsavdelinger

“Without an Analytical Divorce from the Total Environment”: Advancing a Philosophy of the Humanities by Reading Snow and Whitehead Diffractively

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