Publication Date

2013

Disciplines

Education | Educational Methods | Elementary Education and Teaching

Abstract

Using feminist relational materialism as a theoretical map, this paper seeks to reimage traditional case study methodology through the use of diffractive methodology. Reading and writing data diffractively is to refuse to privilege teacher and student talk and to instead study how material-discursive practices intra-act as phenomenon. To do this, we developed question-sets based upon Barad’s (2007) work to interrupt our habits of thinking in regard to a teacher-student writing conference. These question sets provoke our thinking with data from fourth grade teacher-student writing conferences. We play with diffractive methodology highlighting one teacher-student writing conference as intra-activity. Experiencing the teacher-student writing conference again (and again) the question-sets diffract a response and a response diffracts the question-sets, calling us to a continuous becoming, an ethical consideration of how our research and teaching practices matter. We are left wondering if there is a methodology to search for or if methodology is an invitation to an ongoing performance, to join a dance of-the-world, in a constant making and re-making and wondering of what might be?

Document Type

Published Version

Comments

This article is the publisher-created version, also considered to be the final version or the version of record. It includes value-added elements provided by the publisher, such as copy editing, layout changes, and branding consistent with the rest of the publication.

Rights

This work is licensed under a Creative Commons Attribution 3.0 License.

Original Citation

Mindy Legard Larson & Donna Kalmbach Phillips
Searching for methodology: feminist relational materialism and the teacher-student writing conference.
Reconceptualizing Educational Research Methodology, 2013, volume 4, issue 1, pages 17-34
https://journals.hioa.no/index.php/rerm/article/view/684

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