Mapping a collaborative cartography of the encounters between the neurosciences and early childhood education practices

Aronsson, Lena; Taguchi, Hillevi Lenz

doi:10.1080/01596306.2017.1396732

Cited by 17 publications

(17 citation statements)

References 23 publications

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“…We have adopted Deleuzian mapping as a method to research university teachers' professional practice and experience. This theoretical and methodological framing acknowledges that the research and the researchers are relationally intertwined and mutually constituted (sensu Aronsson & Lenz Taguchi, 2018). As the map under construction is a moving construction of converging and diverging lines and their connected practices, we need to acknowledge that a Deleuzian (or Deleuzo-Guattarian)-inspired cartographic exercise is not about representing a final goal structure, but rather it is about constructing a map as a field of play to experiment on (Lenz Taguchi, 2016).…”

Section: Methodological Approachmentioning

confidence: 99%

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Kinchin

Derham

Foreman

et al. 2021

PED

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This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

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Section: Methodological Approachmentioning

confidence: 99%

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Kinchin

Derham

Foreman

et al. 2021

PED

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“…Rather, I explore what subject is in the process of becoming, as well as what is ceasing to be, which can be understood to happen simultaneously in a nonlinear time continuum [17]. This cartography is inspired by Aronsson and Lenz Taguchi [23] who have mapped the encounter between neuroscientific research and early childhood education.…”

Section: Mapping the Drama Roommentioning

confidence: 99%

Moving Spaces: Mapping the Drama Room as Heterotopia

Szatek

2020

Education Sciences

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This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls’ input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room’s role as the ‘other place’ in the girls’ everyday lives while being connected to ‘everyday’ places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a ‘dramaspaceknowledge’ emerges, the influence of which stretches beyond the drama room. This article argues that the girls’ dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities.

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“…In their ongoing research project, Lenz-Taguchi et al (2018) are creatively reconfiguring intersections between the natural, technological, and social sciences. Aronsson and Lenz-Taguchi (2018) ask what might be produced in encounters between neuroscientific research and preschool literacy practices where experimental thinking is used to disrupt and deterritorialize conventional ways of seeing the individual child's development and skill acquisition. Lenz-Taguchi et al (2018) have encountered the need to adopt what is conceptualized as "a multi-epistemological approach" where they map epistemological territories to even put into confrontation the taken-for-granted assumptions of each discipline.…”

Section: On the Possibility Of Two Ontologies Co-existingmentioning

confidence: 99%

A Queer Cyborg Ethnographer in the Performative Friction of Dissenting Ontologies

Jokinen

Nordstrom

2020

Qualitative Inquiry

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The reader of this article is invited to join an encounter of methodological experimenting, productive tensions and a way of writing that seeks to challenge conventional human- and language-centered scholarly discourses. This article speculates with the possibility of two dissenting ontologies co-existing simultaneously and making each other visible. Troubling moments of the ontologies rubbing together are elaborated as friction and demonstrated in “queer reiterations” presented throughout the article. The moments of friction orient and reorient the research process. The article draws on Barad’s agential realist onto-epistemology in an interdisciplinary ethnographic research project embedded in psychometric capturing of data. The first part of the article scrutinizes theoretical frictions. The second part, “empirical frictions” takes the reader through encounters with so-called fieldwork and data. The final layer of research writing, “productive frictions” has been inspired by Haraway’s cyborg manifesto to foreground the emergence of the Queer Cyborg Ethnographer.

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Mapping a collaborative cartography of the encounters between the neurosciences and early childhood education practices

Cited by 17 publications

References 23 publications

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography

Moving Spaces: Mapping the Drama Room as Heterotopia

A Queer Cyborg Ethnographer in the Performative Friction of Dissenting Ontologies

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