Reconceptualizing Educational Research Methodology <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> OsloMet en-US Reconceptualizing Educational Research Methodology 1892-042X Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ol></ol><br /><ol type="a"><ol type="a"><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ol></ol><br /><ol type="a"><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a title="The Effect of Open Access" href="">The Effect of Open Access</a>).</li></ol> Editorial <p>This Special Issue offers PhEmaterialisms as a way to explore the world asvital and complex, while simultaneously being response-able to the multiple ethical imperatives of late-stage capitalism. We argue that PhEmaterialist thinking and practices can help us grapple with growing educational complexities, enabling strategies toresist and create alternatives to the patterns of injustice occurring across the world, from burgeoning ethno-nationalist and neo-fascist political movements, to rising global poverty levels, to massive population displacements, to environmental degradation, to toxic internet movements grounded in misogyny, homophobia, transphobia, and xenophobia (Strom &amp; Martin, 2017a). To&nbsp;understand, enquire into, and generate action worthy of the complexity of our times requires a fundamental shift in our thinking and research practice. This shift disrupts the foundational logic on which dominant thinking in education (and indeed, all Western society) is based—humanism and anthropocentrism (Braidotti, 2013; Murris, 2016; Snaza et al, 2014). Instead, we argue that we need to put theories/concepts to work in education and educational research which can better account for the multiple, entangled, ever-shifting, difference-rich nature of processes of teaching, learning, schooling, and activism. For this work, we also draw on a rich feminist legacy attentive to unequal power relations (e.g., Ahmed, 1998; Anzaldua, 1999; hooks, 1994; Spivak, 1978), and our critical approach to rethinking Vitruvian “man” is especially informed by posthuman/new materialist feminist thinkings and thinkers, including Rosi Braidotti, Donna Haraway, and Karen Barad.</p> Katie Strom Jessica Ringrose Jayne Osgood Emma Renold Copyright (c) 2019 Katie Strom, Jessica Ringrose, Jayne Osgood, Emma Renold 2019-12-30 2019-12-30 10 2-3 10.7577/rerm.3649 Reimagining health and fitness materials: an affective inquiry into collaging <p>This paper, or ‘experiment,’ draws on data from a health and fitness scrapbooking project with four Black and Latinx youth. While the data are part of a longer 18-month visual ethnography (Pink, 2013), the focus here began to consider one week of the project in which the four youth and I interacted with health and fitness related magazines. In that week, we created magazine re-assemblages in our scrapbooks. To reimagine what ‘matters’ for education research and pedagogical practices in health, fitness and physical culture, I re-visited data (Levy, Halse &amp; Wright, 2016) through an affective lens (Deleuze &amp; Guattari, 1987), drawing on PhEmaterialism (Ringrose, Warfield &amp; Zarbadi, 2019). The affective lens produced a collage inquiry entangled with doubt (Holbrook &amp; Pourchier, 2014), wonder (MacLure, 2013a) and slowness (Renold, 2018), which began to open up possibilities to think-see-feel my way through the data and the process differently.&nbsp;</p> Carrie Safron Copyright (c) 2020 2019-12-30 2019-12-30 10 2-3 40 60 10.7577/rerm.3668 PhEMaterialist encounters with glitter: the materialisation of ethics, politics and care in arts-based research <p>This paper re-turns to a workshop we co-organised in London in 2018 as part of a series called ‘how to do sociology with…’ (Methods Lab, Sociology Department, Goldsmiths, University of London). The series aims to consider what happens when the materials, media, objects, devices and atmospheres of social research central to our practices are brought into focus. The specific material that we worked with and thought through in this workshop was glitter – a thing that is ubiquitous in early childhood and in wider feminine, gay, and queer cultures. We draw on new materialist theories, methods and practice research to consider how preparing and dismantling this workshop might be understood as a means of enacting feminist new materialism. We do this not to propose a blueprint for how new materialisms should be done so much as to offer a series of questions, reflections, and diffractions on what unfolded and the affective and embodied traces that were left. In this sense, the paper understands arts-based practice to hold unanticipated pedagogical capacities which we attend to throughout the paper in terms of ethics, politics and care. We dwell upon ethics politics and care by drawing on long-standing feminist arguments regarding what is often neglected in written accounts of doing research and by focusing on the affective work involved in designing, choreographing, and managing a workshop that asked participants to seriousplay (Haraway, 2016) with glitter and explore its material and affective properties. We discuss our own discomfort with, and uncertainty about, organising such a workshop, and go on to outline what we see as the productive aspects and implications of orchestrating a glitter workshop for how we might conceive and do new materialist work. This includes a discussion about the response-ability of seriousplay with plastic in the contemporary climate, and more broadly about what new materialist methods and practice research might contribute to an understanding of educational and social research, and pedagogical and political practice. Throughout, photographs taken by us before, during, and after the workshop are included, to not only illustrate the points we make and give readers/viewers a different sense of the workshop, but also extend what might count as academic knowledge production and circulation.</p> Rebecca Coleman Jayne Osgood Copyright (c) 2020 Rebecca Coleman, Jayne Osgood 2019-12-30 2019-12-30 10 2-3 61 86 10.7577/rerm.3669 Feeling Medusa: Tentacular Troubling of Academic Positionality, Recognition and Respectability <p>This article explores a series of tentacular troublings inspired by Donna Haraway’s (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a refrain for contemplating differences/ings in our academic lives and as a critique of contemporary neo-liberal academia which ossifies, fixes, and freezes feminist flows. The article makes two contributions. The first is to deploy string figuring as a proposition for feminist thinking which troubles the notion of fixed positions in favour of position(ings)-plural in motion. The second is to enact string figuring as a mode of <em>ecriture feminine </em>(Cixous, 1976) in which connections are made, dropped, and picked up in tentacular relays and patterns of entangled encounters, thereby perturbing normative modes of writing and troubling traditional modes of knowledge making. Feeling Medusa helps us with this work. Medusa, as powerful woman, Amazon goddess and gorgon, and vilified proto-feminist whose glance turns men to stone is knotted into our perturbations and troublings; her presence informs and inspires our SF-ing.&nbsp;</p> Shiva Zarabadi Carol A. Taylor Nikki Fairchild Anna Rigmor Moxnes Copyright (c) 2020 Shiva Zarabadi, Carol A. Taylor, Nikki Fairchild, Anna Rigmor Moxnes 2019-12-30 2019-12-30 10 2-3 87 111 10.7577/rerm.3671 (Wo)monstrous suturing: Woman doctoral students cutting together/apart <p>This paper centers the experiences and understandings of women doctoral students during two separate focus groups and collaborative collages. (Re)theorizing “monsters” as “intra- sectional” through Karen Barad’s and Kimberlé Crenshaw’s scholarship, we (re)position the “monstrous” as agentive and self-creative concepts. We explore the concept of (wo)monsters and the (wo)monstrous: empowered women participants who, through their verbal and artistic participations, cut themselves, others, and the group together/apart. In making these cuttings, they worked to (re)suture themselves and their group(s) back together in (re)generative, (wo)monstrous ways. The women’s participations emphasized their (wo)monstrosities as affirmingly fantastical, imagining new ways of being and wreaking havoc on hegemony and hierarchy.</p> Stephanie Anne Shelton Kelly W. Guyotte Maureen A. Flint Copyright (c) 2020 Stephanie Anne Shelton, Kelly W. Guyotte, Maureen A. Flint 2019-12-30 2019-12-30 10 2-3 112 146 10.7577/rerm.3673 Becoming Method(ologist): A feminist posthuman autoethnography of the becoming of a posthuman methodology <p>This paper contributes to the intersections of post qualitative methods, digital methods, and internet studies, by describing the becoming of a digital posthuman visual method.&nbsp;&nbsp;I use posthuman autoethnography to argue that in the production of this method, the “auto” or my academic selfhood is decentered and entangled amidst an assemblage of material, discursive, and affective forces such as neoliberalism, Trump era terror, and dataism.&nbsp;&nbsp;I introduce a multitude of data points typically not made to matter but through which these material, discursive and affective forces importantly flowed in this production of this method: emails, personal correspondences, restaurant conversations, self-reflection, conferences talks and responses to conference talks.&nbsp;&nbsp;I focus specifically on the moments where the values and principles of feminist posthumanism were jarred and destabilized or where I was made to choose between foregoing my values or redesign my method and myself as methodologist. I argue academics have a response-ability to show both the forces at play behind the becoming of qualitative methods and knowledge in academia.</p> Katie Warfield Copyright (c) 2020 Katie Warfield 2019-12-30 2019-12-30 10 2-3 147 172 10.7577/rerm.3674 Never forget Sandy Hook Elementary: Haunting memorials to a school massacre <p>In this methodological inquiry, I attune to the materiality of erasure and haunting. With Deleuze’s theories of difference/repetition as a theoretical tool, I examine the aftermath of the Sandy Hook school shooting in Newtown, Connecticut with the mantra,<em> Never Forget</em>. I structure this article around the concept of a pilgrimage, taking inspiration from Chaucer by selecting tales from my journey. Theories of re-membering and dis-membering are developed as embodied and affective responses to this troubled place. As such, I put forth this inquiry as response-able, a way to stay “with the trouble” and interrogate violence in settler colonial societies such as the United States.</p> KT Doerr Copyright (c) 2020 KT Doerr 2019-12-30 2019-12-30 10 2-3 173 191 10.7577/rerm.3675 Losing my Religion: Bodily Confessions of an Organism Trying to Make a Body without Organs <p>This article is a script of a performance at the 2018 PhEmaterialism conference in London, UK. In this script, I offer a series of bodily confessions, experimental tales of making a Body without Organs (Deleuze &amp; Guattari, 1987) on the neoliberal academic stratum.&nbsp; Each tale moves between the stratifying forces of the neoliberal academy that seek to organize my organism and experimentations that seek to produce different and more freeing organizations for my organs.&nbsp; Each tale talks back to the priests of the neoliberal academy by telling what happens to an organism, my organism-my body, as I try to make a Body without Organs.</p> <p>To situate the script, I provide a lengthy appendix that details narrative reflexivity (Spry, 2011) decisions about the script and performance.&nbsp; Like any performance piece, the piece is to be viewed, heard, and experienced, rather than read.&nbsp; Performance pieces are not and should not be read as typical journal articles. They are their own genre of writing that eschews traditional notions of writing.&nbsp; With this in mind, this appendix provides narrative reflexivity about the performance (Spry, 2011) for readers who may need it.</p> Susan Naomi Nordstrom Copyright (c) 2020 Susan Naomi Nordstrom Nordstrom 2019-12-30 2019-12-30 10 2-3 191 207 10.7577/rerm.3676 Becoming AGENDA: The Making and Mattering of a Youth Activist Resource on Gender and Sexual Violence <p>What happens when ‘the margin of manouverability’ (Massumi 2015, p.3) in a specific socio-political context is buzzing with promise and possibility? What might some crafty and serious play with the feminist posthuman ethics of research/er reponse-ability (Barad, 2007) cook up in such a conducive soup? This paper shares the pARTicipatory praxis that informed the making of ‘AGENDA: A Young People’s Guide to Making Positive Relationships Matter’ (Renold, 2016). AGENDA is a 75 page youth-activist bi-lingual (Welsh-English) interactive resource co-created with and for young people in Wales to address gendered and sexual violence. Crafted with an affirmative cut and nurturing a run-a-way praxis that secretes its own co-ordinates, AGENDA invites a care-ful re-mattering of ‘what matters’ when it comes to conventional healthy relationships education. The paper offers a careful cartography of how AGENDA unfolded as a lively resource that continues to matter as it connects to policy and practice assemblages that push-pull the agential becomings of AGENDA on its way.</p> Emma Renold Copyright (c) 2020 Emma Renold 2019-12-30 2019-12-30 10 2-3 208 241 10.7577/rerm.3677 How A Hashtag Matters – Crafting Response(-Abilities) through Research-Activism on Sexual Harassment in Pre-Teen Peer Cultures <p>This paper examines what research with children can do and become when it intra-acts with a MeToo hashtag, creative methods, experiences of sexual harassment and the making and travelling of Valentine’s Day cards. The paper is grounded within a creative research-activist project, <em>#MeToo Postscriptum,</em> which aimed to address sexual harassment in pre-teen peer cultures. Analyzing the project, the paper explores how the idea of response-ability manifested in three space-times of the project, and how the material-discursive practices of the project reiteratively reconfigured the conditions of possibilities to respond, react, and act against abusive gendered and sexual child peer cultures. Mapping response-ability through our research endeavours helps theorize the contingent, complex, and entangled ways research-activist methodologies can activate change, enables us to envision response-able practices to counter sexual harassment in young peer cultures, and sensitizes us as scholars and educators to our responsibilities and accountabilities that become recrafted in response.</p> Suvi Pihkala Tuija Huuki Copyright (c) 2020 Suvi Pihkala, Tuija Huuki 2019-12-30 2019-12-30 10 2-3 242 258 10.7577/rerm.3678 Play-Doh Vulvas and Felt Tip Dick Pics: Disrupting phallocentric matter(s) in Sex Education <p>In this paper, we explore our experiences working as team comprised of researchers, teacher, and founder and director of a sex education non-profit organisation, who have formed an intra-activist research and pedagogical assemblage to experiment with relationship and sexuality education (RSE) practices in England’s secondary schools. We draw upon phEmaterialism theory and socially engaged, participatory arts-based research methodologies and pedagogies to explore two examples of arts-based activities that have been developed to de-center humanist, male-dominated, phallocentric, penile-oriented RSE. We also demonstrate how these practices enable educators, researchers, practitioners and students to revalue and rematter feminine genitalia, and resist and refigure unsettling experiences of receiving unsolicited digital dick pics.</p> Jessica Ringrose Sophie Whitehead Kaitlyn Regehr Amelia Jenkinson Copyright (c) 2020 Jessica Ringrose, Sophie Whitehead, Kaitlyn Regehr, Amelia Jenkinson 2019-12-30 2019-12-30 10 2-3 259 291 10.7577/rerm.3679 Cellphilm production as posthuman research method to explore injustice with queer youth in New Brunswick, Canada <p>Posthuman research methodologies center nonhuman actors and spaces. In this paper, we argue that technological mediation is a key component in a move toward the exploration of posthuman subjectivity in research and the restructuring of dominant understandings of gender and sexualized difference. Drawing on a cellphilm (cellphone + film production) based project with queer, trans, and non-binary youth in New Brunswick, Canada, we seek to center queer stories and experiences to speak back to their erasures in school spaces and landscapes. We argue that in researching with queer, trans, and non-binary youth in the Anthropocene, cellphilm method offers us the opportunity to think critically and creatively about environments, inclusions, and queering environmental futures (Lebel, 2019) within schooling structures.</p> Casey Burkholder Amelia Thorpe Copyright (c) 2020 Casey Burkholder, Amelia Thorpe 2019-12-30 2019-12-30 10 2-3 292 309 10.7577/rerm.3680 Affective (An)Archive as Method <p>The purpose of this article is to explore affective (an)archives in educational research. Unlike archives, which act more like a repository, the (an)archive is a technique for research-creation; it is a process-making engine that triggers new, creative events. The affective (an)archives studied in this paper encompass the affective intensities that arise for teacher-activists participating in public political activism, as well as the affects that animate the moments of emotional crisis (or “stuck moments”) of student teachers in a social justice-oriented teacher education program. We ruminate on the possibilities, intensities, conversations, and materialities that our (an)archives might open. Specifically, we wonder what new events can these (an)archives feed-forward and what pedagogical and emotional thresholds might the traces from our (an)archives do for both our own studies and the field of educational research.</p> Erica Eva Colmenares Jenna Kamrass Morvay Copyright (c) 2020 Erica Eva Colmenares, Jenna Kamrass Morvay 2019-12-30 2019-12-30 10 2-3 310 329 10.7577/rerm.3681 A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom <p>Within this article, I think with (Jackson &amp; Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze &amp; Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved <em>allure </em>(Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as <em>alluring</em> invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”</p> Bessie P. Dernikos Copyright (c) 2020 Bessie P. Dernikos 2019-12-30 2019-12-30 10 2-3 330 355 10.7577/rerm.3682 Patchworking Response-ability in Science and Technology Education <p>Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).</p> Marc Higgins Blue Mahy Rouhollah Aghasaleh Patrick Enderle Copyright (c) 2020 Marc Higgins, Blue Mahy, Rouhollah Aghasaleh, Patrick Enderle 2019-12-30 2019-12-30 10 2-3 356 383 10.7577/rerm.3683 Varied starting points and pathways <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> James Burford Catherine Mitchell Copyright (c) 2019 James Burford, Catherine Mitchell 2019-02-26 2019-02-26 10 2-3 28 44 10.7577/rerm.3242 Storying Diffractive Pedagogy <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> Anna R Moxnes Jayne Osgood Copyright (c) 2019 2019-02-26 2019-02-26 10 2-3 1 13 10.7577/rerm.3240 Thinking/writing within and outside the IRB box <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> LJ Slovin Paulina Semenec Copyright (c) 2019 2019-02-26 2019-02-26 10 2-3 14 27 10.7577/rerm.3241 Editorial <p>editorial</p> Camilla Eline Andersen Ann Merete Otterstad Copyright (c) 2019 2019-02-26 2019-02-26 10 2-3 10.7577/rerm.3411 Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics <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> Heather E McGregor Brooke Madden Marc Higgins Julia Ostertag Copyright (c) 2018-05-30 2018-05-30 10 2-3 10.7577/rerm.2781