Human presence: Towards a posthumanist approach to experience

Sørensen, Estrid

doi:10.1057/sub.2012.31

Cited by 34 publications

(19 citation statements)

References 18 publications

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“…It is also consistent with work, within and outside psychology, which explores a web of people and objects together, as already noted (e.g. Sorensen, 2013). However, this notion of a dispersed or distributed person-in-context is again, of course, considerably at odds with common sense notions of the person as contained and agentic.…”

Section: The Discursive Subject: Problems and Resolutionssupporting

confidence: 86%

Discursive and Psychosocial? Theorising a Complex Contemporary Subject

Taylor

2014

Qualitative Research in Psychology

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This article outlines one tradition of qualitative research in social psychology, that of discourse analysis and discursive research. It proposes that the tradition offers an alternative conceptualisation of a psychosocial subject to accounts which draw on psychoanalytic theorising. The article reviews some of the problems around conceptualising a subject in discursive terms, then sets out some resolutions. It outlines a narrativediscursive approach to subjectivity and proposes that this is consistent with a psychosocial project to explore the person as inseparable from their social contexts. The narrativediscursive conceptualisation admits of agency and change, avoiding over-complete accounts of subjectification, while retaining the critical and political focus of the discursive tradition.It is also consistent with sociological theorisations of the subjects of late capitalism and neoliberalism. The article discusses an example of narrative-discursive analysis from research on identities of residence and relationships to place.

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Section: The Discursive Subject: Problems and Resolutionssupporting

confidence: 86%

Discursive and Psychosocial? Theorising a Complex Contemporary Subject

Taylor

2014

Qualitative Research in Psychology

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“…It's just nice to see them there, but you can still concentrate and be in small groups'. The 'togetherness', connectedness or 'presence' (Sørensen 2013) fosters a sense of belonging and group identity. Bissell (2010, 272) writes of the non-verbal development of affective atmosphere which is perceived and sensed through the body and forms part of 'the ubiquitous backdrop' which is forceful and affects the ways in which spaces are inhabited.…”

Section: Methodsmentioning

confidence: 99%

Learning spaces and pedagogic change: envisioned, enacted and experienced

Mulcahy

Cleveland

Aberton

2015

Pedagogy, Culture & Society

123

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Building on work in how spaces of learning can contribute to the broader policy agenda of achieving pedagogic change, this article takes as its context the Building the Education Revolution infrastructure programme in Australia. Deploying a sociomaterial approach to researching learning spaces and pedagogic change and drawing on data from interviews conducted with senior leaders, teachers and students in schools with flexible learning spaces, we report on pedagogic change as envisioned for, and enacted and experienced in, these spaces. It was found that there is no causal link between learning spaces and pedagogic change. Rather, pedagogic change is encompassed within multiple sets of relations and multiple forms of practice. We see promise for the emerging field of learning spaces in thinking about space from a relational, sociomaterial perspective. This approach pursues a non-dualist analysis of the space-pedagogy relation and offers less deterministic causal accounts of change than those that are commonly made in the popular and policy literatures.

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“…Applying the principle of symmetry 6 in classroom studies, Sørensen (2013) found children to sometimes be configured as a homogeneous group, a team opposite to the teacher, while in some situations teacher and children were configured as one. Reading this diffractively with the drawing above (figure 3) produced different ways of perceiving this picture: the children could be seen as one team, looking at the book, with the teacher and the book as opposite.…”

Section: Focus On Activitiesmentioning

confidence: 99%

Teachers’ actions and children’s interests. Quality becomings in preschool documentation

Pettersson¹

2017

nbf

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High quality is considered to be important for children's development and learning in early childhood education. Swedish preschool teachers are required to systematically develop their practice and support children's learning, using documentation and taking children's interests into account. From a posthumanist perspective, preschool documentation, models and templates could be seen as actively producing certain elements of quality. Reading documentation from eight Swedish preschool groups diffractively through different texts, such as the national curriculum, supportive texts and research, this article discusses how teachers' actions and children's interests are produced as important quality aspects in one of these groups.Keywords: Documentation, Early childhood education, Posthumanism, Preschool quality, Modelling preschool quality documentationChildren's learning is considered to benefit from their attending preschools of high quality (Taggart et al., 2015;Åsén & Vallberg-Roth, 2012). This is recognised and discussed worldwide (Vermeer et al., 2016). In Sweden most preschools are run by municipalities. Whereas, in the past, schools and preschools were under more detailed state control, now they are controlled through management by objectives. Fulfilling objectives is seen as one way of demonstrating quality and has become a way of directing Swedish preschool practice. Children's learning also connects to children's play and interests (Hedges et al., 2011;Wood, 2014). Thus, preschool practices are expected to consider children's KATARINA ELFSTRÖM PETTERSON 2 JOURNAL OF NORDIC EARLY CHILDHOOD EDUCATION RESEARCH VOL. 14(2), p. 1-17, 2017 ISSN 1890-9167 experiences and interests. In Sweden, one way that preschool quality is maintained and developed is through systematic quality development work, which means that quality is required to be monitored, assessed and improved in a systematic process which must be documented (Swedish National Agency of Education, 2011). The National Agency of Education provides one model for how systematic quality development should proceed. Based on the above, it is crucial to study what preschool quality can become in and through documentation.The aim of this article is to contribute to knowledge about how a local template and a national model play a part in and produce teachers' actions and children's interests as elements of quality in systematic quality development documentation in preschools.The following section will introduce previous research on the use of models and templates in Swedish preschool documentation practices. Models and templatesIn Swedish preschools, the time it takes to document is often seen as problematic (Bjervås, 2011). Alasuutari, Markström and Vallberg Roth (2014) argue that, as teachers spend more time completing paperwork, there is a risk that they could have less time available to work directly with children. In a report by the National School Inspectorate (Skolinspektionen, 2012), some preschool teachers requested models or templates to help t...

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Human presence: Towards a posthumanist approach to experience

Cited by 34 publications

References 18 publications

Discursive and Psychosocial? Theorising a Complex Contemporary Subject

Discursive and Psychosocial? Theorising a Complex Contemporary Subject

Learning spaces and pedagogic change: envisioned, enacted and experienced

Teachers’ actions and children’s interests. Quality becomings in preschool documentation

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