Fieldwork in philosophy, emancipation and researcher dis-position

Heimans, Stephen

doi:10.1108/qrj-08-2014-0035

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…The components are entanglements that occur in what could be described as the research apparatus and its plane of immanence (Deleuze and Guattari, 2012) in which all the components are regarded as potentially equal and productive contributors in the research. Borrowing the term from Heimans (2016), this could be regarded as the dis-position of the researcher. Jokinen and Nordstrom (2020: 647) invent a queer cyborg ethnographer , which helps highlight ‘the productive queerness beyond existing conventions’.…”

Section: Re-orienting Thoughts: Finding Methodological Approachesmentioning

confidence: 99%

Researching research affects: in-between different research positions

Johansson¹,

Moe

Nissen

2021

Qualitative Research

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A significant amount of research has highlighted the different ontological and epistemological dimensions of insider and outsider research positions. In the field of education, this topic could benefit from more research. In this study, three researchers and former early childhood centre directors discussed their own research positions in a completed research project. Based on field notes from following the daily work of the centre leaders – positions the researchers formally held themselves – it is illustrated that the research affects continued to flow after the project had ended, raising new questions about how specific situations and the data had been handled. This study, a folding, unfolding and re-folding of data, highlights the ethical considerations actualised in the movements between research positions. The movements between research positions are understood as a source of tension that can produce affects, becomings and data with the ability to question given positions and established knowledge.

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Section: Re-orienting Thoughts: Finding Methodological Approachesmentioning

confidence: 99%

Researching research affects: in-between different research positions

Johansson¹,

Moe

Nissen

2021

Qualitative Research

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“…With these beginnings in mind the ‘starter concepts’ that we discuss here have emerged out of an abductive process of field-working in philosophy (Heimans, 2016); and the idea of ‘doing’ concept work arises from Deleuze and Guattari’s invocation for philosophy to create concepts (see Deleuze and Guattari, 1994). This process has involved visiting workplaces (schools and universities) interviewing researchers, district administrators, teachers and principals, trying to make sense of those interviews, reading and writing widely, and attempting to do justice to this process.…”

Section: Gathering the ‘Starter Concepts’mentioning

confidence: 99%

Putting the steam back into critique?‘Gathering’ for critical–dissensual collaborations in education policy research

Heimans

Singh

2017

Policy Futures in Education

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Bruno Latour famously asked "Why has critique run out of steam?" (2004). In this paper we draw on his ideas to present some resources for "gathering"for doing education policy research with others-which we are calling 'critical-dissensual collaboration'. We think that our education policy research 'critique from afar' may have run out of steam and we make some proposals for doing critical research, but with (a diversity of) others. We offer resources for undertaking critical-dissensual, collaborative education policy research-where 'realities are not secure but instead they have to be practised' (Law, 2004, p. 15). This extends the conceptualisation of enactment that Stephen Ball and colleagues have made; from focusing on 'how schools do policy' (Ball, Maguire, & Braun, 2012), to how researchers and schools (re)do policy together. This article is part of our attempt to underpin this redoing of policy with a politics of dissensus (Verran, 2015) and to develop alternative resources to those that enable a 'god's eye view' of policy research (see Haraway, 1988). As critical education policy researchers we have collaborated as policy actors with others in schools and this article forms out of this work. We discuss what we are calling 'starter' concepts as a contribution toward elucidating resources for a dissensual politics of 'gathering' in critical collaborations.

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“…This is a position issue – where is the researcher in regard to their objects? What is the relation (Heimans, 2016)?…”

Section: Presentationmentioning

confidence: 99%

“…It is more like what Helen Verran says: that ‘when radically different metaphysics intersect, their disjunction is experienced as bodily disconcertment’ (from Law and Lin, 2010). A bodily disconcertment, twisting … (Heimans, 2016). …”

Section: Presentationmentioning

confidence: 99%

Re-presenting, performing critical/post-critical research realities

Heimans

Singh

2016

Research in Education

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The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a "Theory Workshop" (13-15 May, 2016) that the Australian Association for Educational Research (AARE) facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations between theory and methods, and to show how these complex relations have been realised in our own, very different, researcher trajectories. It was a 'contradictoryperformance' -we conducted a dialogue, invited interruptions, meandered from the central issue of theorymethod nexus, talked past one another, worked with a chaotic PowerPoint presentation (slides from which are included here) and so on. We wanted the talk to be messy and, in both its form and contents, to be an invitation to others to engage in similar ways during the weekend. We were also interested in connecting and disconnecting with some of the recent debates in education research, for example on experimental practices, performativity, new materiality, and post-qualitative research. Drawing on these debates and on our own research work we wanted to create the space for considering our research in terms of their disjunctive 'journeys' and in terms of the consequences (and therefore to think about the purposes of research, and relatedly the purposes of education) of this contradictory work. This article is a reworked version of this talk -but we have tried to keep its open 'feel' in the hope of inviting other conversations about, and connections with and between, theory and methods. (Berlant, 2011). Concurrently, education and research, in their institutionalised forms (in schools and universities), are enmeshed into the public-privatising of neo-liberalising governance practices. In this public-privatising mélange, there is a focus on schools and universities to perform, or more accurately, to display how well they are doing, in terms of measures, data and metrics. Governance of research and schooling through data-driven accountability measures is shaping and reforming schooling, teaching, learning and research in market-driven directions. Further to this, and relatedly, there is a growing disillusionment with the promises and (lack of) impact of critical and qualitative scholarship to enact the change that is urgently required. We urgently need theoretical, methodological and 'on the ground' articulations of 'what is next', 'post' the critical, not to dismiss it, but, rather, as a way, ironically, of attempting to fulfil whatever ambitions the critical held. In this paper then, and in this context, we explore our own journeys through the critical and beyond as we map out, re-present/perform, our theory-method nexus journeys.

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Fieldwork in philosophy, emancipation and researcher dis-position

Cited by 6 publications

References 17 publications

Researching research affects: in-between different research positions

Researching research affects: in-between different research positions

Putting the steam back into critique?‘Gathering’ for critical–dissensual collaborations in education policy research

Re-presenting, performing critical/post-critical research realities

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