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 politics in education. It is free to publish in the journal.</p> Oslo and Akershus University College of Applied Sciences 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> 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 ##submission.copyrightStatement## 2018-05-30 2018-05-30 9 2 10.7577/rerm.2781 Posthuman Data Production in Classroom Studies – A Research Machine put to Work <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> Linnéa Stenliden Anna Martín-Bylund Eva Reimers ##submission.copyrightStatement## 2018-05-30 2018-05-30 9 2 22 37 Soulbodies lived <p> </p><p> </p> Mirka Koro-Ljungberg ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2020 Of the Labyrinth: becoming worldly with darkness <p> </p><p> </p> Jayne Osgood ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2022 Kullalla koristellusta lakkatyöstä <p> </p><p> </p> Pauliina Rautio ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2023 Scholars(hip) immersed in forest <p> </p><p> </p> Teija Löytönen ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2026 A Glimpse of Becoming <p> </p><p> </p> Teija Rantala ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2027 … lightless. … we need to imagine… in relation to an unsteady landscape… vivid methods and approaches to inhabit … in darkness <p> </p><p> </p> Hanna Ellen Guttorm ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2028 Ei pimeän tunnustelua <p> </p><p> </p> Anita Valkeemäki ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2029 Becoming everything - scattered actualizations with curious bodies-darkness-forest assemblage <p> </p><p> </p> Camilla Eline Andersen ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2115 Labyrint(h)ing with the forest and more to come <p> </p><p> </p> Ann Merete Otterstad ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2116 Editorial - Special issue: "Darkness matters" <p> </p><p> </p> Camilla Eline Andersen Teija Rantala Pauliina Rautio ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2229 Special issue: “Darkness matters” <p> </p><p> </p> Camilla Eline Andersen Hanna Ellen Guttorm Mirka Koro-Ljungberg Teija Löytönen Jayne Osgood Ann Merete Otterstad Teija Rantala Pauliina Rautio Anita Välimäki ##submission.copyrightStatement## 2017-10-17 2017-10-17 9 2 10.7577/rerm.2230 Blogging as a method of inquiry 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. Naomi Barnes ##submission.copyrightStatement## 2017-08-30 2017-08-30 9 2 10.7577/rerm.2236 For Your Consideration (An Introduction to Walking With): Walking With <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> Susan Naomi Nordstrom O. Gustavo Plascencia ##submission.copyrightStatement## 2017-05-28 2017-05-28 9 2 10.7577/rerm.2143 Editorial <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> Anne Beate Reinertsen Louise Thomas ##submission.copyrightStatement## 2017-03-16 2017-03-16 9 2 10.7577/rerm.1979 The production of the academicwritingmachine <p><span style="font-family: Calibri; font-size: medium;">The organisational territory of academia has become heavily gridded by consuming requirements to produce publications that ‘count’. To survive, the scholar must plug herself into this machine – a heaving, monstrous academicwritingmachine. She must invest libidinal energy into the process of counting if she desires to be counted. This troubles us, who write for both ‘work’ and ‘pleasure’, who write to seek connections with one another, with our sense of unknowns, and with ways people learn in communities.</span></p><p><span style="font-family: Calibri; font-size: medium;">Taking as a starting point the concept of the academicwritingmachine, in this paper we attempt to collectively explore and interrogate our own investment, our own repression, and our own desire to be produced within this machine. We seek to explore how this well-oiled machine captures flows of desire and how the vulnerability and sensuality of writing risks being flattened out to achieve ‘results’ that can be measured as ‘research outputs’. </span></p><p><span style="font-family: Calibri; font-size: medium;">In a production of synergetic collaborative writing, we explore the innards of the academicwritingmachine, following the tubes, cogs, and wheels, the pulleys and levers, to examine the series of machinic arrangements that construct and constrict those moments of presenting, rewriting, reviewing, rejecting, resubmitting. We see this as a process that propels us out and away from our individual scholarly commitments to the machine, and into a myriad of imaginative, creative and joyous collective experiences. We take back the joy of writing, and make visible our shared attempt to open/break the machine through writing which experiments with ‘the openness required for the condition of constant becomings and the value of uncertainty and questioning’.</span></p> Linda Henderson Eileen Honan Sarah Loch ##submission.copyrightStatement## 2016-12-01 2016-12-01 9 2 10.7577/rerm.1838 Barnehagen som skrivende organisasjon <p> </p><p>Denne artikkelen vil, gjennom posthumane innganger, gi et bilde på hvordan skriving som metode kan synliggjøre og dekonstruere dominerende diskurser, og betydningen overskridelser kan ha for pedagogisk praksis. Jeg har vært opptatt av å gå inn i skriving som overskridende metode, som kunnskaping i, om og med egne praksiser. Gjennom utforskning av teoretiske innganger i møte med datamaterialet er det tre sentrale trekk som utpeker seg når barnehagen som skrivende organisasjon tematiseres, det er betydningen av dekonstruksjon, affektive kaosorienterte forståelser og ontologiske mellomrom for bevegelse av handlingsmønstre i pedagogisk praksis.</p><p> </p><p>Er det slik at ved å dekonstruere dominerende diskurser, gjennom affektive kaosorienterte forståelser, skapes det rom for mulige ontologiske mellomrom - som videre kan føre til overskridelser i pedagogisk praksis? Det handler i så måte om hvordan vi gjennom skriftliggjøring av de små og nære hendelser i det levende livet i barnehagen kan dekonstruere dominerende diskurser og bryte etablerte handlingsmønstre, gjennom skrivehistorier som diffraksjonsapparat. Gjennom affektive kaosorienterte forståelser befinner vi oss i et mellomrom mellom det som er og det som kan bli, og i dette mellomrommet forstyrrer og utfordrer vi pedagogiske praksiser som "tas for gitt". På bakgrunn av det kan man gjennom denne studien tenke barnehagen som lærende organisasjon med skriving som overskridende metode som kompetansestrategi.</p><p>Mine funn kan tye på at skriving som metode gjennom ovennevnte prosesser kan bidra til overskridelser, som deretter skaper mulighetsbilder for å styrke barnehagen som pedagogisk institusjon, samtidig som det åpner for innganger til å nytenke kunnskapsstrukturer - og innganger til barnehagefaglig arbeid.</p><p> </p><p> </p><em></em> Helene Berntsen Brennås ##submission.copyrightStatement## 2016-12-01 2016-12-01 9 2 10.7577/rerm.1839 Designing leadership chairs: Experiments with affirmative critique of leadership and environmentality <p align="LEFT"><span style="font-size: medium;">Through a methodology of having students ‘design’ leadership chairs, we investigate how contemporary leadership and governing operate by orchestrating affects and strategically shaping the physical environment in order to transform and shape intensities, desires, atmospheres, and social relations. By presenting a pedagogical framing as ‘a posthuman sensorium’, with its design of leadership chairs and art of conversation, we invite engagement with dilemmas and problems of contemporary organizing processes as a careful affirmative critique</span><span style="font-family: Calibri,Calibri; font-size: medium;"><span style="font-family: Calibri,Calibri; font-size: medium;">. </span></span></p> Malou Juelskjær Dorthe Staunæs ##submission.copyrightStatement## 2016-12-01 2016-12-01 9 2 10.7577/rerm.1840 Early childhood education teachers and leaders becoming the leadership(s) <p align="LEFT"><span style="font-size: medium;">Leadership research in early childhood education (ECE), and in education generally, has been bur-dened with the notion of effectiveness and how this effectiveness relates to the individual leader. Whereas in this paper, the author attempts thinking and becoming leadership assemblage by draw-ing on Mazzei (2013) use of Deleuze and Guattari’s concept of Body/Voice without Organs. As this conceptualization is closely connected to the notions of becoming and temporality, these aspects will also be discussed in this paper. Thinking together with these theoretical concepts, the author has worked with ECE teacher interviews and ECE leader discussions. This conceptualization can offer new understandings of temporality and becoming in educational leadership. </span></p> Virpi Mettiäinen ##submission.copyrightStatement## 2016-12-01 2016-12-01 9 2 10.7577/rerm.1842