Learning with Damaged Colonial Places

Giorza, Theresa Magdalen

doi:10.1007/978-981-16-1421-7

Cited by 4 publications

(7 citation statements)

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“…The concept-making happens through lively and unpredictable events that are impacted by a range of visible and invisible elements, including bodies, spaces, furniture, feelings, objects, energies and life experiences. In order to do justice to this rich and emergent reality, this research attempted to put ‘diffraction’ to work as a methodology, as suggested by both Haraway (1992, 1997) and Barad (2007, 2014), and discussed in depth, for example, by Bozalek and Zembylas (2017), Jackson and Mazzei (2012) and Mazzei (2014). This revisiting of the data performs a diffractive analysis.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…In the available literature, diffraction as a methodology is performed in higher education empirical research by Jackson and Mazzei (2012) and St Pierre and Jackson (2014) and, in early years education research, by Davies (2014), Hultman and Lenz Taguchi (2010), Lenz Taguchi (2010) and Moxnes and Osgood (2018, 2019). Described as a post-qualitative methodology (St Pierre and Jackson, 2014), diffraction itself dwells in a place between method and no method, with St Pierre (2021: 5) arguing that ‘post qualitative inquiry is not a methodology’.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…Described as a post-qualitative methodology (St Pierre and Jackson, 2014), diffraction itself dwells in a place between method and no method, with St Pierre (2021: 5) arguing that ‘post qualitative inquiry is not a methodology’. In their move away from coding, Jackson and Mazzei (2012) follow Deleuze and Guattari in asking ‘which other machine the literary machine can be plugged into, must be plugged into in order to work’ (Deleuze and Guattari, cited in Mazzei, 2014: 743). The answer is a multitude of options of texts, data, ‘fragments, theory, selves, sensations, and so on’ (Mazzei, 2014: 743) for plugging ‘ data into theory into data ’ (Jackson and Mazzei, 2012: 13).…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…In their move away from coding, Jackson and Mazzei (2012) follow Deleuze and Guattari in asking ‘which other machine the literary machine can be plugged into, must be plugged into in order to work’ (Deleuze and Guattari, cited in Mazzei, 2014: 743). The answer is a multitude of options of texts, data, ‘fragments, theory, selves, sensations, and so on’ (Mazzei, 2014: 743) for plugging ‘ data into theory into data ’ (Jackson and Mazzei, 2012: 13). ‘Plugging’ does have connotations of purposeful human-directed action, as in applying a pre-designed ‘method’, but a concept-led reading of data through theory and theory through data is important for opening up analysis beyond sameness and the already known.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

“…A diffractive analysis invites an emergent reading of texts through one another, and data through texts and vice versa (Murris and Bozalek, 2019). In doing this, one dwells in a threshold space: in between, ‘both/and’ (Jackson and Mazzei, 2012: 6). A diffractive analysis depends on ‘the art of noticing’ (Tsing, 2012) realities outside of the dominant discourses of schooling or, as Haraway (1997) would put it, a mutated modest witnessing – disrupting the dualist notion of the dispassionate scientist.…”

Section: Ecologies Of Learningmentioning

confidence: 99%

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‘Draw yourself and write your name’: Material-discursive agency of names and drawings in early childhood

Giorza

2022

Contemporary Issues in Early Childhood

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A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and drawings in collaborative and intra-active literacy ‘becomings’. These are the workings of a diffractive data analysis. Already strong affective connections between the children give buoyancy to the playful recitation of written names on a pile of pages. Familiar Grade R (reception year) activities take flight and diffract with age, race and gender to produce new knowledge about ‘what matters’ in early childhood. There are both inward and outward flows between the micro and the macro worlds of ‘becoming reader’ and ‘becoming learner’ as names move in between the sounds of belonging and recognition (the children's and their classmates’ names), and the pull of identifiable shapes and letters, words and meaning. The importance of drawing as meaning-making is affirmed but exceeded as an experimental performativity spills over into further exploration that was shared and extended with a friend. The analysis moves between and among the conceptual, real and virtual through reflective and diffractive insights. The researcher notices patterns of sameness and difference in the playful literacy and drawing events performed by the children with their lively classroom environment. Reconceptualizing the material products of learning as lively co-producers of knowledge with their authors requires a reconceptualizing of the human and a refiguring of the child as learner. Making the ‘child’ visible in posthumanist research means recognizing the inseparability of the learner from the learning and the temporal, material and spatial realities that produce it, and noticing the lively entanglements of names and drawings and what they do.

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Section: Ecologies Of Learningmentioning

confidence: 99%