Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry

Koro‐Ljungberg, Mirka; Tesař, Marek; Hargraves, Vicki; Sandoval, Jorge; Wells, Timothy

doi:10.1007/978-3-319-51949-4_21-2

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…First, researchers need to think of critical inquiry as an ongoing construction rather than an implementation of a predesigned curriculum. Koro-Ljungberg et al (2020), who advocated “leaky architecture in methodology,” claimed that qualitative methodology should be thought of as an “unexpected, surprising, and continuously shifting design” (p. 292). This implies that research methods need to be understood as a working process rather than a foreseen and predictable order.…”

Section: Critical Inquiry With Children As An Unlearning Processmentioning

confidence: 99%

Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children

Ryu

2022

International Journal of Qualitative Methods

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Critical inquiries with children have been increasingly conducted in various educational settings. However, valuing children’s way of knowing while keeping inquiries critical remains an ongoing issue. This study aims to understand what can be learned about the design, conduct, and interpretation of critical inquiry from children’s engagement. I present a case of critical inquiries that I conducted with five fifth-grade migrant Joseonjok children in an after-school class in South Korea. By documenting the moments when the children’s engagement in critical inquiries raised methodological dilemmas, as well as the moments that allowed me to learn, this study provides concrete examples of how children instilled unexpected complexity into the critical inquiries and how the inquiries continued to change over time. The findings suggest critical inquiry with children can be a process of unlearning in which teachers and researchers acknowledge that what they believed they knew could be wrong and reconstruct their knowledge about children and children’s way of knowing by learning from them.

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Section: Critical Inquiry With Children As An Unlearning Processmentioning

confidence: 99%

Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children

Ryu

2022

International Journal of Qualitative Methods

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“…We have both been involved as researchers in a large international research project, Children, Technology and Play (CTAP; 2019–2020), and we now re-turn to the South African data for this project and, in particular, to audio and video clips of’ seven-year-old’ Henry as part of the home visits. 12 The possibility of repeatedly playing back the recordings provides material-discursive opportunities to explore ‘in detail the effects of specific ways of seeing with a camera’ (Mengis & Nicolini, 2016: 4) and to de/colonise childhood through videography (see Murris & Menning, 2019). Intrigued by Barad's diffractive reading of Walter Benjamin's work, we trouble the Human/more-than-(Adult)human binary by adopting montage as a diffractive and non/representational methodology (Murris & Zhao, 2022: 92–93).…”

Section: Unzipping the Skins Of Bodies: Montaging With The Bouncing Ballmentioning

confidence: 99%

GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview

Murris

Peers

2022

Contemporary Issues in Early Childhood

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In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of ‘decentering without erasure’ by re-turning to data from a large international research project – Children, Technology and Play (2019–2020). Through an agential realist reading of interview data ‘of’ ‘seven-year-old’ Henry when visiting him at home in an informal settlement in Cape Town, they show what else is going on, and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors ‘follow the child’ literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research.

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“…Recent post-qualitative scholarship has supported this divergent tendency in childhood research by developing nonrepresentational and creative methodologies that emphasize materiality, sensation, and immanent relations of foldings and embodied engagement, rather than hierarchies, layerings, or splittings (Lather, 2016). In turn, research on children's engagements with matter and the more-thanhuman is informing post-qualitative theory and methodology (Holmes, 2016;Koro-Ljungberg et al, 2020;MacLure, 2013;Somerville, 2019).…”

Section: Childhood Research and The "More-than-human"mentioning

confidence: 99%

Insect-Thinking as Resistance to Education’s Human Exceptionalism: Relationality and Cuts in More-Than-Human Childhoods

Hohti

MacLure

2021

Qualitative Inquiry

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This article discusses the “more-than-human” turn in qualitative inquiry and education, engaging with the critiques presented by philosophers, animal studies scholars, and educational scholars toward the “too easy” adoption of an inclusive relational ontology. Based on Barad’s concept of re-turning, the article develops a methodology of insect-thinking, which folds memories as well as scientific and “low theoretical” sources in and out the analysis to re-narrate child–animal encounters as entangled with place, time, class, poverty, displacement, imagination, and planetary futures. Insect-thinking produces irritations and interruptions to the human exceptionalism that underpins educational research and childhood studies. Based on conflicts, avoidance, and violence in child–insect relations, the authors discuss “cuts in relationality” and propose insect-thinking as means to approach more-than-human worlds as both shared and incommensurable.

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Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry

Cited by 5 publications

References 33 publications

Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children

Critical Inquiry With Children as an Unlearning Process: A South Korean Case of Critical Inquiry Centering Learning From Children

GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview

Insect-Thinking as Resistance to Education’s Human Exceptionalism: Relationality and Cuts in More-Than-Human Childhoods

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