Cartographies as spaces of inquiry to explore of teachers’ nomadic learning trajectories

  1. Fernando Hernández
  2. Juana María Sancho Gil 1
  3. María Domingo Coscollola 2
  1. 1 Universitat de Barcelona

    Universitat de Barcelona

    Barcelona, España


  2. 2 Universitat Internacional de Catalunya

    Universitat Internacional de Catalunya

    Barcelona, España


Digital Education Review

ISSN: 2013-9144

Year of publication: 2018

Issue: 33

Pages: 105-119

Type: Article

DOI: 10.1344/DER.2018.33.105-119 DIALNET GOOGLE SCHOLAR lock_openOpen access editor


This paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience. By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths. The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor. Concepts that are helping us to think about how learning gets through teachers’ movements and trajectories. Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers.

Bibliographic References

  • Atkinson, D. (2011). Art, equality and learning: Pedagogies against the state. Rotterdam: Sense.
  • Atkinson, D. (2012). Contemporary Art in Education: The New, Emancipation and Truth. The International Journal of Art & Design Education, 31(1), 5-18. doi: 10.1111/j.1476-8070.2012.01724.x
  • Banks, J., Au, K., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D., ... Zhou, M. (2007). Learning in and out of school in diverse environments. life long, life-wide, life-deep. Seattle: University of Washington-The LIFE Center for Multicultural Education.
  • Barad, K. (1996). Meeting the Universe Halfway. Realism and Social Constructivism without Contradiction. In Feminism, Science, and the Philosophy of Science (pp.161-194). Dordrecht/Boston/London: Kluwer Academic Publishers.
  • Biblioteca Nacional de España (2017). CartografÍas de lo desconocido (Carthographies of the unknown). Madrid: Biblioteca Nacional de España.
  • Biesta, G. J. J. (2013). The Beautiful Risk of Education. Boulder, CO: Paradigm.
  • Braidotti, R. (2006). Transpositions. On Nomadic Ethics. Cambridge, UK: Polity Press.
  • Braidotti, R. (2014). Writing as a nomadic subject. Comparative Critical Studies, 11(2-3), 163-184. doi: 10.3366/ccs.2014.0122
  • Coleman, R., & Ringrose, J. (2014). Deleuze and research methodologies. Edinburgh: Edinburgh University Press.
  • Cumming, T. (2015). Challenges of ‘thinking differently’ with rhizoanalytic approaches: a reflexive account. International Journal of Research & Method in Education, 38(2), 137-148. doi: 10.1080/1743727X.2014.896892
  • Deleuze, G., & Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia. Translated by B. Massumi. London: Continuum.
  • Domingo-Coscollola, M., Sánchez-Valero, J. A., & Sancho_Gil, J. M. (2014). Researching on and with Young People: Collaborating and Educating. Comunicar, 42(1), 157-164. doi: 10.3916/C42-2014-15
  • Elliott, J. (1985). Educational action research. In J. Nisbet, J. Megarry & S. Nisbet (Eds.), Research, Policy and Practice, World Yearbook of Education (pp. 231-25). London: Kogan Page.
  • Elliott, J. (1990). Educational research in crisis: performance indicators and the decline in excellence. British Educational Research Journal, 16(1), 3-18. doi: 10.1080/0141192900160101
  • Fendler, R. (2015). Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers. (Unpublished doctoral dissertation). University of Barcelona, Barcelona.
  • Fendler, R., & Hernández-Hernández, F. (2014). Using arts-based research strategies to document learning in a course on arts-based research. In R. Marín, J. Roldán & X. Molinet (Eds.), Foundations, criteria, contexts in arts based research and artistic research (pp. 157-168). Granada: Universidad de Granada.
  • Fendler, R., Onsès, J., & Hernández-Hernández, F. (2013). Becoming arts-based researchers: A journey through the experience of silence in the university classroom. International Journal of Educations through Art, 9(2), 257-263. doi: 10.1386/eta.9.2.257_7
  • Guattari, F. (2000). Cartografías Esquizoanalíticas. Buenos Aires: Manantial.
  • Guattari, F. (2012). Schizoanalytic Cartographies. London: Bloomsbury.
  • Guttorm, H., Hohti, R., & Paakkari, A. (2015). “Do the next thing”. An interview with Elizabeth Adams St. Pierre on post-qualitative methodology. Reconceptualizing Educational Research Methodology, 6(1), 15-22. doi: 10.7577/rerm.1421
  • Haraway, D. (1997). Modest_Witness@Second_Millenium FemaleMan_Meets_OncoMouse. Feminism And Technoscience. London and New York: Routledge.
  • Hernández-Hernández, F. (Ed.). (2010). Aprender a ser en la escuela primaria. Barcelona: Octaedro.
  • Hernández-Hernández, F. (Ed.). (2017). ¡Y luego dicen que la escuela pública no funciona! Investigar con los jóvenes sobre cómo transitan y aprenden dentro y fuera de los centros de Secundaria. Barcelona: Octaedro.
  • Hernández-Hernández, F., Sancho-Gil, J. M., Creus, A., & Montané, S. (2010). Becoming university scholars: Inside professional autoethnographies. Journal of Research Practice, 6(1). Retrieved from
  • Jackson, A. Y., & Mazzei, L. (2009). Voice in Qualitative Inquiry: Challenging Conventional, interpretive, and Critical Conceptions in Qualitative Research. London & New York: Routledge.
  • Jackson, A. Y., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. NewYork: Routledge.
  • Lather, P. (2004). This is your father’s paradigm: Governmental intrusion and the case of qualitative research in education. Qualitative Inquiry, 10, 15-34. doi: 10.1177/1077800403256154
  • Lather, P. (2013). Methodology-21: what do we do in the afterward?, International Journal of Qualitative Studies in Education, 26(6), 634-645. doi: 10.1080/09518398.2013.788753
  • Lather, P. (2016). Top Ten + List: (Re)Thinking Ontology in (Post)Qualitative Research. Cultural Studies Critical Methodologies, 16(2), 125-131. doi: 10.1177/1532708616634734
  • Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629-633.
  • Law, J. (2004). After Method: Mess in Social Science Research. London & New York: Routledge.
  • Lury, C., & Wakeford, N. (2012). Inventive Methods: The Happening of the Social (Culture, Economy, and the Social). New York: Routledge.
  • MacClure, M. (2013). Classification or wonder? Coding as an analytic practice in qualitative research. In R. Coleman & J. Ringrose (Eds.), Deleuze and Research methodologies (pp. 164-183). Edinburgh: Edinburgh University Press.
  • Masny, D. (2013). Cartographies of Becoming in Education. Theory and Practice. In D. Masny (Ed.), Cartographies of Becoming in Education: A Deleuze-Guattari Perspective (pp. 3-16). Rotterdam & Taipei: Sense Publishers
  • Mason, J. (2002). Qualitative interviewing: asking, listening and interpreting. In T. May (Ed.), Qualitative research in action (pp. 225-242). London: Sage.
  • McKinnon, I. (2011). Expanding Cartographic Practices in the Social Sciences. In E. Margolis & L. Pauwels (Eds.), The SAGE Handbook of Visual Research Methods (pp. 452-473). London: SAGE.
  • Miño-Puigcercós, R. (2017). Trajectòries d’aprenentatge a través de contextos Dos estudis de cas sobre els trànsits dels joves entre els dins i el fora de l’escola. Unpublished PhD. University of Barcelona.
  • Miño-Puigcercós, R., & Sancho-Gil, J. M. (2015). Learning by using digital media in and out of school. International Journal of Media, Technology & Lifelong Learning, 11(1).
  • Mitchell, P. (2008). Cartographic strategies of postmodernity: The figure of the map in contemporary theory and fiction. New York: Routledge.
  • Nind, M. (2014). What in inclusive research? London & New York: Bloomsbury Publishing.
  • Onsès, J. (2014, May). Subjective Cartographies: Mapping the network of neighbourhood relationships in the neighbourhood of Poble Sec. Paper presented at the Conference Mapping Culture: Communities, Sites and Stories, Coimbra (Portugal).
  • Onsès, J., Fendler, R., & Hernández-Hernández, F. (2012). Una investigación a/r/tográfica sobre la experiencia del silencio en las clases de la universidad. inVISIBILIDADES. Revista Ibero-Americana de Pesquisa em Educação, Cultura e Artes, 3, 29-40.
  • Paulston, R. G., & Liebman, M. (1994). An Invitation to Postmodern Social Cartography. Comparative Education Review, 38(2), 215-232. doi: 10.1086/447242
  • Phillips, D. C. (2014). Research in the Hard Sciences, and in Very Hard “Softer” Domains. Educational Researcher, 43(1), 9-11. doi: 10.3102/0013189X13520293
  • Richardson, L., & St. Pierre, E. A. (2005). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincolns (Eds.), The SAGE handbook of qualitative research (3rd ed., 959-978). Thousand Oaks, CA: Sage.
  • Rogoff, I. (2006). Academy as Potentiality. Zehar, 60-61, 4-9.
  • Ruitenberg, C. (2007). Here be dragons: Exploring Cartography in Educational Theory and Research. Complicity: An International Journal of Complexity and Education, 4(1), 7-24.
  • Sancho-Gil, J. M. (Ed.). (2011). Con voz propia. Los cambios sociales y profesionales desde la experiencia de los docentes. Barcelona: Octaedro.
  • Sancho-Gil, J. M. (Ed.). (2013). Trayectorias docentes e investigadoras en la universidad. 24 historias de vida profesional. Barcelona: Dipòsit digital de la Universitat de Barcelona. Retrieved from
  • Sancho-Gil, J. M., & Hernández-Hernández, F. (2013). Developing Autobiographical Accounts as a Starting Point in Research. European Educational Research Journal, 12(3), 342-353. doi: 10.2304/eerj.2013.12.3.342
  • Sancho-Gil, J. M., & Hernández-Hernández, F. (Eds.). (2014). Maestros al vaivén. Aprender a ser docente en el mundo actual. Barcelona: Ediciones Octaedro.
  • Sancho-Gil, J. M., & Ornellas, A. (2014). Growing and learning in multidimensional surroundings. Connecting inside and outside school experiences. REM–Research on Education and Media, 6(2), 47-58.
  • Sclater, D. (2003). The arts and narrative research. Qualitative Inquiry, 9(4), 621-625.
  • Sefton-Green, J. (2016). Representing learning lives: what does it mean to map learning journeys? International Journal of Educational Research, 84, 111-118. doi: 10.1016/j.ijer.2016.05.003
  • Sefton-Green, J., & Erstad, O. (2017). Researching `learning lives’ a new agenda for learning, media and technology. Learning, Media & Technology, 42(2), 246-250. doi: 10.1080/17439884.2016.1170034
  • St. Pierre, E. A. (2011). Post Qualitative Research. The Critique and Coming After. In N. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research. (pp. 611-625). Thousand Oaks, CA: SAGE.
  • St. Pierre, E. A. (2014). A Brief and Personal History of Post Qualitative Research Toward “Post Inquiry”. Journal of Curriculum Theorizing, 30(2), 2-19.
  • St. Pierre, E. A., & Roulston, K. (2006). The state of qualitative inquiry: a contested science International Journal of Qualitative Studies in Education, 19(6), 673–684. doi: 10.1080/09518390600975644
  • Sullivan, G., & Gu, M. (2017). The possibilities of Research-The promise of Practice. Art Education, 70(2), 49-57. doi: 10.1080/00043125.2017.1274203
  • Ulmer, J. B., & Koro-Ljungberg, M. (2015). Writing Visually Through (Methodological) Events and Cartography. Qualitative Inquiry, 2(2), 138-152. doi: 10.1177/1077800414542706
  • Zembylas, M. (2016). Affect Theory and Judith Butler: Methodological Implications for Educational Research. In M. Zembylas & P. A. Schutz (Eds.), Methodological Advances in Research on Emotion and Education (pp. 203-214). Springer International Publishing.