https://journals.hioa.no/index.php/rerm/issue/feed Reconceptualizing Educational Research Methodology 2019-07-09T12:09:48+02:00 Ann Merete Otterstad Ottestad@oslomet.no Open Journal Systems <p>Reconceptualizing Educational Research Methodology (RERM) is an internationally refereed journal for researchers and practitioners investigating, tracing, experimenting and theorizing poststructural, feminism, posthuman, newmaterial and&nbsp;politics in education. It is free to publish in the journal.</p> https://journals.hioa.no/index.php/rerm/article/view/3242 Varied starting points and pathways 2019-07-09T12:08:05+02:00 James Burford J.Burford@latrobe.edu.au Catherine Mitchell cmitchell@unitec.ac.nz <p>This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.</p> 2019-02-26T14:31:33+01:00 Copyright (c) 2019 James Burford, Catherine Mitchell https://journals.hioa.no/index.php/rerm/article/view/3240 Storying Diffractive Pedagogy 2019-07-09T12:09:22+02:00 Anna R Moxnes anna.moxnes@usn.no Jayne Osgood j.osgood@mdx.ac.uk <p>This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers’ cooperative work. Putting to work Haraway’s SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.</p> 2019-02-26T00:00:00+01:00 Copyright (c) 2019 https://journals.hioa.no/index.php/rerm/article/view/3241 Thinking/writing within and outside the IRB box 2019-07-09T12:08:57+02:00 LJ Slovin ljslovin@alumni.ubc.ca Paulina Semenec paulinas@alumni.ubc.ca <p>Prompted by shared discussions about our doctoral research, this paper focuses on two tensions we identified when applying to our university’s Institutional Review Board (IRB). The first tension relates to our discomfort with the assumptions about research participants as articulated in the IRB application. We detail how one of us sought to work with/in but also outside of the constraints we discuss. The second tension takes us into a more experimental space. We write ‘outside’ of the IRB boxes as a form of critique, but also as a way to produce more affirmative ways of thinking about what else can be thought and done within university IRB structures. We focus in particular on the ways that “data” is contained within IRB boxes. We conclude by offering some additional questions that this process of thinking/writing together have generated.</p> 2019-02-26T00:00:00+01:00 Copyright (c) 2019 https://journals.hioa.no/index.php/rerm/article/view/3411 Editorial 2019-07-09T12:08:31+02:00 Camilla Eline Andersen camilla.andersen@inn.no Ann Merete Otterstad ottestad@oslomet.no <p>editorial</p> 2019-02-26T00:00:00+01:00 Copyright (c) 2019 https://journals.hioa.no/index.php/rerm/article/view/2781 Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics 2019-07-09T12:09:48+02:00 Heather E McGregor heather.e.mcgregor@gmail.com Brooke Madden bmadden@ualberta.ca Marc Higgins marc1@ualberta.ca Julia Ostertag julia_ostertag@yahoo.ca <p>Describing methodological design in decolonizing research as the intersection of theory, practice, and ethics, we share four focused micro-stories from our respective research projects. The metaphor of braiding represents the methodological design process within each of our research stories, significantly influenced by Dwayne Donald’s (2012) Indigenous métissage. Heather grapples with notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc engages with reworking photovoice, and Julia brings relationships with plants into her methodological design. Intentionally interrupting each other and ourselves, we feature the moments and movements of research design that are iterative, recursive, messy, and sometimes stuck, in contrast to the linear, untainted and dogmatic methodologies that assert themselves around us. Meanings and relationships may be produced in braiding our micro-stories together, exceeding what might be possible if they were presented separately. Readers may be invited into imagining the design of decolonizing methodologies beyond those we enacted.</p> 2018-05-30T00:00:00+02:00 Copyright (c) https://journals.hioa.no/index.php/rerm/article/view/2810 Posthuman Data Production in Classroom Studies – A Research Machine put to Work 2018-07-19T12:05:32+02:00 Linnéa Stenliden linnea.stenliden@liu.se Anna Martín-Bylund anna.bylund@liu.se Eva Reimers eva.reimers@gu.se <p>This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.</p> 2018-05-30T00:00:00+02:00 Copyright (c) https://journals.hioa.no/index.php/rerm/article/view/2020 Soulbodies lived 2018-07-19T12:05:32+02:00 Mirka Koro-Ljungberg Mirka.Koro-Ljungberg@asu.edu <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Mirka Koro-Ljungberg https://journals.hioa.no/index.php/rerm/article/view/2022 Of the Labyrinth: becoming worldly with darkness 2018-07-19T12:05:32+02:00 Jayne Osgood j.osgood@mdx.ac.uk <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Jayne Osgood https://journals.hioa.no/index.php/rerm/article/view/2023 Kullalla koristellusta lakkatyöstä 2018-07-19T12:05:32+02:00 Pauliina Rautio pauliina.rautio@oulu.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Pauliina Rautio https://journals.hioa.no/index.php/rerm/article/view/2026 Scholars(hip) immersed in forest 2018-07-19T12:05:32+02:00 Teija Löytönen teija.loytonen@aalto.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Teija Löytönen https://journals.hioa.no/index.php/rerm/article/view/2027 A Glimpse of Becoming 2018-07-19T12:05:32+02:00 Teija Rantala teija.rantala@helsinki.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Teija Rantala https://journals.hioa.no/index.php/rerm/article/view/2028 … lightless. … we need to imagine… in relation to an unsteady landscape… vivid methods and approaches to inhabit … in darkness 2018-07-19T12:05:32+02:00 Hanna Ellen Guttorm hanna-ellen.guttorm@samiskhs.no <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Hanna Ellen Guttorm https://journals.hioa.no/index.php/rerm/article/view/2029 Ei pimeän tunnustelua 2018-07-19T12:05:32+02:00 Anita Valkeemäki anita.valkeemaki@uniarts.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Anita Valkeemäki https://journals.hioa.no/index.php/rerm/article/view/2115 Becoming everything - scattered actualizations with curious bodies-darkness-forest assemblage 2018-07-19T12:05:32+02:00 Camilla Eline Andersen camilla.andersen@inn.no <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Camilla Eline Andersen https://journals.hioa.no/index.php/rerm/article/view/2116 Labyrint(h)ing with the forest and more to come 2018-07-19T12:05:32+02:00 Ann Merete Otterstad ann.otterstad@hioa.no <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Ann Merete Otterstad https://journals.hioa.no/index.php/rerm/article/view/2229 Editorial - Special issue: "Darkness matters" 2018-07-19T12:05:32+02:00 Camilla Eline Andersen camilla.andersen@inn.no Teija Rantala teija.rantala@helsinki.fi Pauliina Rautio pauliina.rautio@oulu.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Camilla Andersen https://journals.hioa.no/index.php/rerm/article/view/2230 Special issue: “Darkness matters” 2018-07-19T12:05:32+02:00 Camilla Eline Andersen camilla.andersen@inn.no Hanna Ellen Guttorm hanna-ellen.guttorm@samiskhs.no Mirka Koro-Ljungberg Mirka.Koro-Ljungberg@asu.edu Teija Löytönen teija.loytonen@aalto.fi Jayne Osgood j.osgood@mdx.ac.uk Ann Merete Otterstad ann.otterstad@hioa.no Teija Rantala teija.rantala@helsinki.fi Pauliina Rautio pauliina.rautio@oulu.fi Anita Välimäki anita.valkeemaki@uniarts.fi <p> </p><p> </p> 2017-10-17T00:00:00+02:00 Copyright (c) 2017 Camilla Eline Andersen https://journals.hioa.no/index.php/rerm/article/view/2236 Blogging as a method of inquiry 2018-07-19T12:05:32+02:00 Naomi Barnes n3.barnes@qut.edu.au This paper reconceptualises Richardson’s writing as inquiry within blogging. Blogging invites the audience into the scholarly conversation in ways Richardson hoped for in her articulation of the method. This paper explores writing as a method of inquiry through the writing of a blog for the academic news service, The Conversation. The piece was about the author’s personal experiences with school choice, written using expressivist composition techniques championed by Richardson. This paper extends the technique to consider a reader-writer assemblage theory of composition made possible through the technical capabilities of blog posts – hyperlinks to past scholarship and comments which prompt future scholarship. The paper also considers the potential for blogging as inquiry as a method which inspires both personal and academic transformative shifts. 2017-08-30T00:00:00+02:00 Copyright (c) 2017 Naomi Barnes https://journals.hioa.no/index.php/rerm/article/view/2143 For Your Consideration (An Introduction to Walking With): Walking With 2018-07-19T12:05:32+02:00 Susan Naomi Nordstrom susan.nordstrom@gmail.com O. Gustavo Plascencia ogplascencia@mca.edu <p>On November 9, 2016, we took a walk. The authors did not take a walk. Rather the “we” referred to in this instance is a large public forest-park and all that it is contained within it (vegetal, grass, tree trunks, trees, animals, insects, and so on), the sun, the air, a camera, and at least two humans. Simply put, the walk was a “walking in/with the world: the only kind of walking” (Manning 2012 p. 29).</p> 2017-05-28T00:00:00+02:00 Copyright (c) 2017 Susan Naomi Nordstrom, O. Gustavo Plascencia https://journals.hioa.no/index.php/rerm/article/view/1979 Editorial 2017-09-25T21:37:20+02:00 Anne Beate Reinertsen Anne.B.Reinertsen@dmmh.no Louise Thomas louisethomas16@gmail.com <p align="LEFT"> </p><p><span style="font-size: medium;">This special issue of Reconceptualizing Educational Research Methodologies: Writing Organizations: Management, Leadership and Appraisal presents to readers seven articles with particular focus on ‘writing’ as a methodological tool. As guest editors, what encounters were we opening to/up when we invited contributions on writing as a methodological tool and writing about being/becoming in assemblages of leadership, management and appraisal? We hoped for a shift, an unsettling of what was thought of as ‘writing’. Semetsky and Stables draw on the concept of edusemiotics to challenge the traditional notion of writing; "While more often than not signs are taken as solely linguistic and in compliance with analytic philosophy of language, edusemiotics includes images, pictures and, indeed, anything that potentially signifies ..." (2014, p. 1)</span><span style="font-size: xx-small;">1</span><span style="font-size: medium;">. We called contributors to consider ‘writing’ as various edusemiotic, nomadic, embodied and embedded, artistic and scholarly gestures, experimentations, playful interventions, exchanges, encounters, ruminations, rhizomatic entanglements and practical philosophical discussions. </span></p> 2017-03-16T00:00:00+01:00 Copyright (c) 2017 Anne Beate Reinertsen, Louise Thomas