Documenting the invisible – on the ‘how’ of process research: (Re)considering method from process philosophy

Abstract

To tell you about Penthesilea I should begin by describing the entrance to the city. You, no doubt, imagine seeing a girdle of walls rising from the dusty plain as you slowly approach the gate, guarded by customs men who are already casting oblique glances at your bundles. Until you have reached it you are outside it; you pass beneath an archway and you find yourself within the city. If this is what you believe you are wrong; Penthesilea is different. In this way, the traveller in Italo Calvino's novel Invisible Cities begins his tale of Penthesilea, one of the cities he describes for the old emperor Kublai Khan. Khan's power is in a state of decline, he fears his empire is falling apart, but in the traveller's descriptions, he seeks the lost order: 'One day when I know all the emblems', he asks the traveller, 'shall I be able to possess my empire, at last?' But the traveller answers. 'Sire, do not believe it. On that day you will be an emblem among emblems'. Still, the emperor asks the world to show itself as a mapped territory of land, resources, buildings, cities and so on; by knowing it all, he hopes to regain the power to possess and master it. However, Marco Polo, the Venetian traveller, does not bring back this overview; rather, he brings in the details, the unusual, the infinite, the dreamlike, that which is only half glimpsed from the

Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention

“…For CL researchers, the CL process led us to adapt two major mediating tools of CL interventions (i.e. DD, adapted before the CL; the FFM, adapted during the CL) for two underlying motivations: One, the DD, in the format of daily logs which include both aha moments and disturbances, encourages the CL participants to tell their own bilingual teacher identity stories in narration; two, the individually generated four-field model (IGFFM) helped us operationalize bilingual teacher identity formation in this study as movements (Pallesen, 2017; Sfard and Prusak, 2005; Vacchelli and Peyrefitte, 2018).…”