La investigación sobre educación como desplazamiento: no saber, abrirse, devenir

  1. Aurelio Castro Varela 1
  2. Judit Onsès Segarra 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Year of publication: 2019

Issue Title: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa

Volume: 37

Issue: 2

Pages: 141-158

Type: Article

DOI: 10.6018/EDUCATIO.387051 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

The post-qualitative umbrella implies several displacements regarding the way research is understood. Some notions such as project design, data gathering or analysis, interviews, observation, representation, etc. are questioned while some others appear as sound alternatives. But what effects does this reconceptualization have during fieldwork? The present article establishes a dialogue between two doctoral dissertations to answer this question. The first thesis traces an ethnography on the learning activity of a cinema forum linked to the Assembly of Residents of Poble Sec. The second maps learning phenomena connected with the visual documentation and the work processes by 5th grade primary students in a school in Barcelona. In the former thesis the main methodological challenge was how to approach the process of becoming a researcher in contrast to the classical anthropological idea of “going native”; a contorted research figure sustained this transit so as to deal with precariousness and lack of time. In the latter thesis displacement consisted of opening up the research that was being undertaken to other dimensions such as improvisation, movements, intra-actions (Barad, 1996, 2003, 2007) and its own lines of flight (Deleuze and Guattari, 2004). Both theses displayed a state of uncertainty and opening that emerged as the condition and the form of knowledge about pedagogical spaces. How do the positions of researchers in education become places of “not knowing” (Rogoff, 2006; Atkinson, 2011, 2012, 2017), places of epistemic decentering and subjective becoming within specific situations and case studies (Barad, 2003, 2007)?

Bibliographic References

  • Atkinson, D. (2011). Art, Equality and Learning. Pedagogies Against the State. Rotterdam /Boston / Taipei: Sense Publishers.
  • Atkinson, D.(2012). Contemporary Art and Art in Education: The New, Emancipation and Truth. The International Journal of Art & Design Education (iJADE), 31 (1), 5-18. Recuperado 1 mayo 2017 desde: http://onlinelibrary.wiley.com/doi/10.1111/j.1476-8070.2012.01724.x/epdf
  • Atkinson, D. (2017). Without Criteria: Art and Learning and the Adventure of Pedagogy. The International Journal of Art & Design Education (iJADE), 36 (2), 141-152. Recuperado 1 Mayo 2017 desde http://onlinelibrary.wiley.com.sire.ub.edu/doi/10.1111/jade.12089/epdf
  • Atkinson, D. (2018). Art, Pedagogies and Becoming: The Force of Art and the Individuation of New Worlds. En Linda Knight and Alexandra Lasczik Cutcher (eds.), Arts-Research-Education: Connections and Directions (3-16), Springer. DOI 10.1007/978-3-319-61560-8.
  • Barad, K. (1996). Meeting the Universe Halfway. Realism and Social Constructivism Without Contradiction. En Lynn Hankinson Nelson y Jack Nelson (eds.), Feminism, Science, and the Philosophy of Science (pp. 161-194). Dordrecht / Boston / Londres: Kluwer Academic Publishers.
  • Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Journal of Women in Culture and Society, 28 (3), 801-831.
  • Barad, K. (2007). Meeting the Universe Halfway. Durham y Londres: Duke University Press.
  • Braidotti, R. (1994). Nomadic subjects. Embodiment and sexual difference in contemporary feminist theory. New York: Columbia University Press.
  • Braidotti, R. (2015). Lo Posthumano (1a ed.; Juan C. Gentile-Vitale, trad.). Barcelona: Gedisa. (Trabajo original publicado en 2013).
  • Capra, F. (2003). Las conexiones ocultas: implicaciones sociales, medioambientales, económicas y biológicas de una nueva visión del mundo (David Sempau, trad.). Barcelona: Anagrama. (Trabajo original publicado en 2000).
  • Corsín, A. (2014). The Right to Infrastructure: A Prototype for Open Source Urbanism. Environment and Planning D: Society and Space 32 (2): 342–362.
  • Corsín, A., y Estalella, A. (2013). Asambleas al aire: la arquitectura ambulatoria de una política en suspensión. Revista de Antropología Experimental 13, 73–88.
  • Corsín, A., y Estalella, A. (2016). Ecologies in Beta: The City as Infrastructure of Apprenticeships. En P. Harvey, C. Bruun Jensen y A. Morita (ed.) Infrastructure and Social Complexity: A Routledge Companion, (pp.141–156). Londres: Routledge.
  • Deleuze, G., y Guattari, F. (2004). Mil mesetas. Capitalismo y esquizofrenia (6a ed., José Vázquez Pérez con la colaboración de Umbelina Larraceleta, trad.). Valencia: Pre-Textos. (Trabajo original publicado en 1980).
  • Domingo-Coscollola, M.; Onsès-Segarra, J. y Sancho-Gil, J.M. (2018). La cultura DIY en educación primaria. Aprendizaje transdisciplinar, colaborativo y compartido en Hub DIYLab. Revista de Investigación Educativa, 36(2), 491-508. DOI: https://doi.org/10.6018/rie.36.2.304421
  • Ellsworth, E. (2005). Places of Learning: Media, Architecture, Pedagogy. New York, NY: Routledge.
  • Estalella, A., y Sánchez Criado, T. (2016). Experimentación etnográfica: infraestructuras de campo y re-aprendizajes de la antropología. Revista de Dialectología y Tradiciones Populares LXXI (1), 9–30.
  • Foucault, M. (1997). Ethics, Subjectivity and Truth. New York: The New Press.
  • Greene, J. C. (2013). On rhizomes, lines of flight, mangles, and other assemblages, International Journal of Qualitative Studies in Education, 26 (6), 749-758, DOI:10.1080/09518398.2013.788763
  • Higgins, Marc (2017). Post-qualitative mo(ve)ments: Concluding remarks on methodological response-abilities and being wounded by thought. Reconceptualizing Educational Research Methodology, 8(3), 89-101
  • Holmes, D. R., y Marcus, G. E. (2008). Collaboration Today and the Re-imagination of the Classic Scene of Fieldwork Encounter. Collaborative Anthropologies, 1 (1), 81–101.
  • Hoyuelos, A. (2007). Aula de Infantil. [Versión electrónica]. Revista Aula de Infantil, 39. Recuperado 8 julio 2018 desde http://caps.educacion.navarra.es/infantil/attachments/article/112/documentacion-como-narracion-y-argumentacion.pdf
  • Kanuha, V. K. (2000). ‘Being’ Native versus ‘Going Native’: Conducting Social Work Research as an Insider. Social Work 45 (5), 439–447.
  • Krechevski, M., Mardell, B., Rivard, M., y Wilson, D. G. (2013). Visible Learners. Promoting Reggio-Inspired Approaches in all Schools. San Francisco: Jossey-Bass.
  • Lafuente, A., Alonso, A., y Rodríguez, J. (2013). ¡Todos sabios! Ciencia ciudadana y conocimiento expandido. Madrid: Cátedra.
  • Lather, P. (1990). Postmodernism and the Human Sciences. The Humanistic Psychologist, 18, 64-84.
  • Lather, P., y St. Pierre, E. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629-633, DOI 10.1080/09518398.2013.788752
  • Lia, A., Iozzelli, S., Davoli, M., y Tognetti, G. (2013). Documentar: afinar els ulls per captar moments (4a ed., Àngels Polo, trad.). Barcelona: Associació de mestres de Rosa Sensat.
  • Malinowski, B. (1922). Argonauts of the Pacific. New York: Holt, Rinehart & Winston.
  • Marcus, G. E. (2013). Experimental Forms for the Expression of Norms in the Ethnography of the Contemporary. Hau: Journal of Ethnographic Theory, 3 (2), 197–217.
  • Martin, A. D., y Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26 (6), 668-679.
  • Onsès, J. (2018). Documentación visual en los fenómenos de aprendizaje con estudiantes de primaria. Una indagación rizomática difractiva desde las teorías ‘post’ Barcelona: Universitat de Barcelona. Tesis doctoral no publicada.
  • Rajchman, J. (2007). Deleuze. Un mapa (1a reimpresión de la 1a ed. en español; Elena Marengo, trad.). Buenos Aires: Nueva Visión. (Trabajo original publicado en 2000).
  • Rogoff, I. (2006). Academy as potentiality. En F. Allen (Ed.), Education, Documents of Contemporary Art, 4-9. London: Whitechapel Gallery.
  • Sánchez de Serdio, A. (2010). Políticas de lo concreto: producción cultural colaborativa y modos de organización. En A. Collados, G. Kester, J. Rodrigo, Y. Romero y A. Sánchez de Serdio, Transductores 1. Pedagogías colectivas y políticas espaciales (pp. 44-65). Granada: Centro José Guerrero.
  • Springgay, S., Irwin, R. L., y Wilson, S. (2005). A/r/tography as Living Inquiry Through Art and Text. Qualitative Inquiry, 11(6), 897-912.
  • St. Pierre, E. A. (2011). Post Qualitative Research: The Critique and the Coming After. En N. K. Denzin e Y. S. Lincoln (eds.) The Sage Handbook of Qualitative Research (4a ed. Revisada, (pp. 611-625). Thousand Oaks: SAGE Publications Inc.
  • St. Pierre, E. A. (2013). The posts continue: becoming. International Journal of Qualitative Studies in Education, 26(6), 646-657, DOI 10.1080/09518398.2013.788754
  • St. Pierre, E. A. (2014). A Brief and Personal History of Post Qualitative Research Toward “Post Inquiry”. Journal of Curriculum Theorizing, 30(2), 2-20. Recuperado 7 abril 2018 desde http://journal.jctonline.org/index.php/jct/article/view/521/stpierre.pdf
  • St. Pierre, El. A. (2016). The Empirical and the New Empiricism. Cultural Studies ↔ Critical Methodologies 16(2), 111–124
  • St. Pierre, E. A., Jackson, A.Y., y Mazzei, L. A. (2016). New Empiricisms and New Materialisms: Conditions for New Inquiry. Cultural Studies ↔ Critical Methodologies 16(2), 99–110.
  • Tartás, C., y Guridi, R. (2013). Cartografías de la memoria. Aby Warburg y el Atlas Mnemosyne. EGA. Revista de expresión gráfica arquitectónica, 21, 226-235.
  • Taylor, C. A. (2016). Close Encounters of a Critical Kind: A Diffractive Musing In/Between New Material Feminism and Object-Oriented Ontology. Cultural Studies, 16(2), 201-212.
  • Xarxa Territorial d’Educació Infantil a Catalunya (2009a). Documentar, una mirada nova. Barcelona: Associació de mestres de Rosa Sensat.
  • Xarxa Territorial d’Educació Infantil a Catalunya (2009b). Documentar la vida dels infants a l’escola (3a ed.). Barcelona: Associació de mestres de Rosa Sensat.
Data source: Dialnet