Rethinking research ‘use’

Taylor, Carol A.; Quinn, Jocey; Franklin-Phipps, Asilia

doi:10.4324/9781003041177-10

Cited by 7 publications

(5 citation statements)

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“…In addressing the nature of academic work during COVID-19, we draw on posthuman knowledge, specifically, notions of affirmation and relational care, interspecies intersubjectivities, and ongoing critiques of the pervasiveness of neoliberalism in the university (Braidotti, 2019;Haraway, 2016;Taylor et al, 2021). There is transformative potential in Braidotti's (2019) notion of "reworking" negativity to produce new knowledge and empowerment.…”

Section: Affirmative Ethics and Vital Materialismmentioning

confidence: 99%

Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises

Charteris¹,

Nye²,

Pillay

et al. 2023

Cult. and Ped. Inq.

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Posthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the question: What can we learn about the perplexities, paradoxes, surprises, and frustrations associated with our academic work during COVID-19? Using an arts-based methodology and a cartographic analytical approach for our critical posthuman research, our assemblage charted the power relations operating in and immanent to the construction and circulation of academic knowledge during COVID-19.

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Section: Affirmative Ethics and Vital Materialismmentioning

confidence: 99%

Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises

Charteris¹,

Nye²,

Pillay

et al. 2023

Cult. and Ped. Inq.

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“…Over the last 10 years, EJ (see Renold and Ivinson 2022 ), and more recently, Vicky (Timperley 2020 ), have been developing a post-qualitative, art-ful praxis. The ‘post-qualitative’ (St. Pierre 2011 ) in our praxis challenges what counts as research, how it unfolds and how it matters (Taylor, Quinn, and Franklin-Phipps 2020 ). The art in our praxis draws specifically on Erin Manning’s ( 2020 , p.22) notion of art as the transformational process of coming to know differently through creativity as a way to notice the always already queerness of the world and imagine Otherwise.…”

Section: Introduction: Becoming Adventurous In Making Research Mattermentioning

confidence: 99%

Once upon a crush story: transforming relationships and sexuality education with a post-qualitative art-ful praxis

Renold

Timperley

2022

Sex Education

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This paper shares a rhizomatic unfolding of how a creative, post-qualitative praxis for becoming adventurous in the field of Relationships and Sexuality Education (RSE) can unfold in a conducive policy and practice context (Wales, UK). Specifically, we focus on the making and mattering of what we call ‘Crush-Cards’. These are a suite of illustrated data calling-cards designed to re-animate research findings and stay close to the ways in which children and young people are entangled in, and navigate their way through, complex human and more-than-human gender and sexuality assemblages. Each section progressively provides a glimpse at how our art-ful rhizomatic praxis has evolved and how the resource and emergent CRUSHing pedagogy is becoming resourceful in unexpected ways.

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“…If community is to be remade it must be extended to all forms of matter and adult educators and researchers need to refresh and stimulate their ideas and practices. Adult education is already transdisciplinary and boundary breaking in its approach, but this can be taken much further combined with new forms of community engagement (see Taylor et al, 2021). Researching with and learning from people living with dementia has acted as a stimulus in this regard: they have been teachers as much as learners.…”

mentioning

confidence: 99%

Living and Learning with Dementia

Quinn¹

2022

Remaking Communities and Adult Learning

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People living with dementia have been largely absent in debates on adult learning and positioned on the margins of communities. This chapter presents an alternative vision of people living with dementia: as open to the possibilities of learning, as vital parts of communities and as avant-garde agents of change. Proceeding from the understanding that people with dementia can and do learn, which was generated through earlier research (see Quinn & Blandon, 2020), the chapter focuses on the implications for re-making community life. It generates the following discussions: the extent to which people living with dementia are already active community members; how they free up non-humanistic ontologies and generate visions of more than human and more than social mutuality, which contribute to moves towards decolonisation; and finally, how they help to highlight hopes for the future, not nostalgia for the past, and usher in a more corporeal and creative andragogy.

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Rethinking research ‘use’

Cited by 7 publications

References 0 publications

Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises

Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises

Once upon a crush story: transforming relationships and sexuality education with a post-qualitative art-ful praxis

Living and Learning with Dementia

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