Becoming-with/in Educational Research: Minor Accounts as Care-full Inquiry

Abstract

Care-fully attending to the ontologies embedded within educational research, this chapter provokes readers to consider the epistemic worlding of qualitative research. Drawing on the intersections of feminist poststructuralism, post-humanism, and new material feminisms, educational research can be seen as happening to worlds while also making worlds. As such, educational researchers are invited to care for the ethical entanglement among the research, researcher, researched, and reader. Bringing diverse mo(ve)ments into conversation, a minor sequence for decentering the educational researcher is presented. One example is the destabilization of conventional data triangulation through “Talking Triads.” Thinking with/in a multimodal triad gestures toward the possibility of engaging all scholarship as an intimate endeavor. More specifically, this chapter begins to illuminate how textual re/presentations of becoming-minor inherently raise tensions between nonhuman structures (e.g., time, tradition, concepts, mirrors, literature) and the human experience of being-educational researcher. From mirrors to monsters, the manifestation of “I” becomes-with/in that which is more than human.

Citation

Wallace, M.F.G. (2018), "Becoming-with/in Educational Research: Minor Accounts as Care-full Inquiry", Decentering the Researcher in Intimate Scholarship (Advances in Research on Teaching, Vol. 31), Emerald Publishing Limited, Leeds, pp. 167-178. https://doi.org/10.1108/S1479-368720180000031013