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> en-US 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> (Ann Merete Otterstad) (Not for the moment) Tue, 26 Feb 2019 14:33:45 +0100 OJS 60 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 Tue, 26 Feb 2019 14:31:33 +0100 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 Tue, 26 Feb 2019 00:00:00 +0100 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 Tue, 26 Feb 2019 00:00:00 +0100 Editorial <p>editorial</p> Camilla Eline Andersen, Ann Merete Otterstad Copyright (c) 2019 Tue, 26 Feb 2019 00:00:00 +0100 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) Wed, 30 May 2018 00:00:00 +0200 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 Copyright (c) Wed, 30 May 2018 00:00:00 +0200 Soulbodies lived <p> </p><p> </p> Mirka Koro-Ljungberg Copyright (c) 2017 Mirka Koro-Ljungberg Tue, 17 Oct 2017 00:00:00 +0200 Of the Labyrinth: becoming worldly with darkness <p> </p><p> </p> Jayne Osgood Copyright (c) 2017 Jayne Osgood Tue, 17 Oct 2017 00:00:00 +0200 Kullalla koristellusta lakkatyöstä <p> </p><p> </p> Pauliina Rautio Copyright (c) 2017 Pauliina Rautio Tue, 17 Oct 2017 00:00:00 +0200 Scholars(hip) immersed in forest <p> </p><p> </p> Teija Löytönen Copyright (c) 2017 Teija Löytönen Tue, 17 Oct 2017 00:00:00 +0200 A Glimpse of Becoming <p> </p><p> </p> Teija Rantala Copyright (c) 2017 Teija Rantala Tue, 17 Oct 2017 00:00:00 +0200 … 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 Copyright (c) 2017 Hanna Ellen Guttorm Tue, 17 Oct 2017 00:00:00 +0200 Ei pimeän tunnustelua <p> </p><p> </p> Anita Valkeemäki Copyright (c) 2017 Anita Valkeemäki Tue, 17 Oct 2017 00:00:00 +0200 Becoming everything - scattered actualizations with curious bodies-darkness-forest assemblage <p> </p><p> </p> Camilla Eline Andersen Copyright (c) 2017 Camilla Eline Andersen Tue, 17 Oct 2017 00:00:00 +0200 Labyrint(h)ing with the forest and more to come <p> </p><p> </p> Ann Merete Otterstad Copyright (c) 2017 Ann Merete Otterstad Tue, 17 Oct 2017 00:00:00 +0200 Editorial - Special issue: "Darkness matters" <p> </p><p> </p> Camilla Eline Andersen, Teija Rantala, Pauliina Rautio Copyright (c) 2017 Camilla Andersen Tue, 17 Oct 2017 00:00:00 +0200 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 Copyright (c) 2017 Camilla Eline Andersen Tue, 17 Oct 2017 00:00:00 +0200 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 Copyright (c) 2017 Naomi Barnes Wed, 30 Aug 2017 00:00:00 +0200 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 Copyright (c) 2017 Susan Naomi Nordstrom, O. Gustavo Plascencia Sun, 28 May 2017 00:00:00 +0200 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 Copyright (c) 2017 Anne Beate Reinertsen, Louise Thomas Thu, 16 Mar 2017 00:00:00 +0100