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Portal-time and wanderlines: What does virusing-with make possible in childhood research?
Get PDFThis paper emerged from the forces of a pandemic that invited us to wrestle with what ‘virusing-with’ might potentiate in educational research-creation (Manning, 2016a). We sense the Coronavirus perform its agency on childhood in the Capitalocene in new, troubling, and sometimes hopeful ways. Research-creation has compelled us to dwell upon how virusing-with makes attuning differently to the world possible. We contemplate how virusing-with as concept and method holds the potential to disrupt and reformulate ways to undertake research and ways to conceptualise the child. Inspired by Manning’s (2020) recent work in relation to the child of the wanderline, we explore how multiple wanderlines take shape and interweave through research processes. Through the curation of three threshold events we think-do qualitative research in ways that push ideas and practices about childhood in directions that attend to agentic relationalities between the human, non-human and more-than-human. We argue that practices of virusing-with in portal time provides space for coming-into-relations of differences (Manning, 2016a, p.11) as an ecology of practice that shapes how educational research might be conceptualised and practiced
Writing as PARTicipation: working towards in:tuition and intimating
Get PDFThis paper is a thought-experiment into the question, “How might we participate in the writing of this paper together?” Having been both inspired and moved by Erin Manning´s beautiful chapter “Me Lo Dijo un Pajarito: Neurodiversity, Black Life and the University as we Know It’ (2020) we pick up the baton of moving thinking into how we can begin to work together to contribute to the reconceptualization of educational and research practices and specifically through practices of inclusion and participation within them. We do this with the starting point of our own participation in the writing of this paper. We follow the faint line of two emerging techniques. The first technique, in:tuition, emerges to help make operational a practice of participation that engages participants, students, us, on the register of the preindividual. The second technique, intimating, works towards a notion of transindividual participation.
We offer an immanent and processual approach to practice, involving a ‘(r)eaching toward one another, (in which) our individuations qualitatively alter our “individuality.” With Manning, we work with ‘thinking-feeling (as) the transversality of all planes of experience in the immanent twist’ with the desire of twisting into new and socially just practices
Disequilibrium, Disorder, Discord at a Video Game Design Camp: Welling the Chaos in Qualitative Inquiry
Get PDFWhereas the colloquial notion of chaos as disorder, chance, and anarchy is laden with negative connotations in educational contexts—that is, chaos inhibits rather than promotes—the author attempts to rehabilitate chaos by drawing on a process philosophical view that emphasizes chaos’s generative potential. To develop this line of inquiry, the author offers a genealogical account of chaos across the work of Erin Manning before discussing its implications for qualitative inquiry in education. The text then picks up speed through an anarchival experiment with the Giga-Games Camp (pseudonym), a video game design camp for adolescents. Through this work, the author suggests that worlds cohere and are expressed through chaos, not in spite of it, and that qualitative researchers might therefore seek the virtue in chaos, especially in such chaotic times as our own
The Value of the Useless: Erin Manning, Impact, Higher Education Research, Progress
Get PDFThis article brings the work of Erin Manning to bear on common sense practices and conversations of the value of a college education. Manning’s work provides a productive alternative to the neoliberal discourse of college impact that has dominated higher education research for the past half century. Neoliberalism produces the common sense of the value of education as privatized, datafied (or dividuated), and measurable outcomes. This common sense reduces American higher education to the sum of its parts. To produce worlds to which campus marketing departments on occasion gesture, worlds where college produces spaces of community transformation, we must come to re/value progress in excess of measurable outcomes. In a rotating series of revaluations, this paper puts Manning’s concepts to work in both substance and form in four refrains: redefining value in higher education, revaluing the infrathin and the imperceptible, reconceptualizing liberal education, and valuing the useless
Shifting Focus
Get PDFErin Manning\u27s concept of the minor gesture invites a changed approach to education and encourages a radical reconceptualisation of studying within educational institutions. Using examples from her teaching with students in teacher training as well as from her artistic practice, Elke Mark studies the intertwinement of her varied collective, practice-theoretical research approaches with Erin Manning\u27s philosophical concepts in order to apply them to qualitative inquiry and educational research
‘It is like a hammer and toothbrush; you need it for the rest of your life’ – Five Norwegian teachers’ experiences of working at a ‘thinking school’
Get PDFThis article investigates how a group of Norwegian teachers experience working at a ‘thinking school’ (i.e. a school that cooperates with UK-based consultancy Thinking Matters). The context is curriculum development in Norway, where schools and teachers are given increasing freedom in terms of what methods to apply and what content to teach while being expected to reflect and develop collectively as professional communities. In this setting, it is interesting to see how teachers utilise the tools and models offered by an external actor and how they negotiate between these and their own pedagogical ideas as well as the demands put on them by the curriculum. We approached this study by firstly analysing two documents published by Thinking Matters, and secondly by asking how the teachers experience the effects of the thinking school approach on pupils’ learning and themselves as professional teachers. We interviewed five teachers who emphasised several positive aspects of working within the thinking school approach. However, in this article, we also identify some tensions resulting from the adoption of a whole-school approach that emphasises the methods that teachers should use and that pupils should master as a way of achieving the overarching aims of the curriculum
Vocational special needs teachers promoting inclusion in Finnish vocational education and training
Get PDFThe role of Finnish vocational special needs teachers has changed during the last decades according to work-life needs and inclusive ambitions in education. In addition to substance competence, teachers need pedagogical knowledge and special education skills. This study investigates descriptions by Finnish vocational special needs teachers of the interaction with students who receive intensive learning support, and the study traces their opportunities to support the students in vocational colleges, work life, and society, and thus inclusion. We ask: (RQ1) How do vocational special needs teachers describe students with special educational needs (SEN) and their interaction with them? (RQ2) What in the vocational special needs teachers’ descriptions promotes the students’ membership in the vocational education and training (VET) system, in the world of work, and society in general, thus inclusion? We interviewed nine vocational special needs teachers who work as class leaders in VET colleges which provide intensive special support for students. The analysis of the interview data followed the principles of qualitative content analysis, and a category analysis was applied as a methodological tool to elaborate on the teachers’ descriptions. The findings revealed three themes: (1) Students’ profiles; (2) Interaction with the students; (3) Students’ special needs. The participants of the study described the students and the interaction with them mainly in learning situations, but simultaneously they had a strong will to encourage the students’ interaction also in different situations and circumstances, and thus, support the students’ subjective and social growth. The study argues that to promote inclusion in VET it would be essential to acknowledge that the identity of vocational teachers is based not only on their identity as educational or vocational specialists but there is also a third domain which could be seen as a teacher agent’s role as they construct a bridge between the college and real world
Learning analytics and flipped learning in online teaching for supporting preservice teachers’ learning of quantitative research methods
Get PDFResearch methods, including those of a quantitative nature, are an important part of preservice teacher training in Finland. However, quantitative research methods are considered challenging, often feared, and even hated among preservice teachers. This may be due to previous negative experiences and emotions associated with their use, which also influence other aspects of learning such as self-regulation, self-efficacy, and orientations. Given such circumstances, new ways to teach and support the learning of quantitative methods are needed. Here, we investigate the self-regulation, self-efficacy, orientations, and emotions of preservice teachers (N = 38) enrolled in a quantitative methods online course incorporating learning analytics and a flipped learning approach. Dispositional learning analytics data from five measurement points were used, and data were analyzed via descriptive statistics, internal consistency (Cronbach alpha), bootstrapped paired sample t-test (between first and final measurement point), and profiles based on mean. The results demonstrate that in this teaching context, preservice teachers’ time management skills can be improved, and task avoidance, anxiety, and boredom towards quantitative methods decreased. The meaning of these results from the teaching context perspective are also examined, as are the limitations and implications of this study
Svenska kommuners samverkan om gymnasieskolan : Drivkrafter, förutsättningar och hinder
Get PDFUpper secondary school is an area where inter-municipal cooperation has become more common in recent years. Strong hopes are attached to the municipalities, by collaborating with each other, to be able to produce educationmore efficiently and effectively. However, previous research indicates that inter-municipal collaboration on upper secondary education may be associated with significant costs and risks. Although inter-municipal cooperation on upper secondary education is necessary for most municipalities, in this area there are at the same time strong incentives for municipalities to compete with each other for upper secondary school students. The purpose of this study is to analyse Swedish municipalities\u27 views on driving forces, conditions and obstacles for intermunicipal collaboration on upper secondary education. The study is based on empirical data from a survey aimed at officials responsible for upper secondary education in the municipalities. The study shows that the municipalities\u27 collaboration is largely driven by a desire to broaden the range of education. The study also shows that collaboration is made more difficult by what is perceived as complicated collaboration processes and an uneven distribution of power between the municipalities. On the other hand, a lack of trust between participating municipalities, or having bad experiences of previous collaborations, does not seem to constitute any major obstacles to co-operation. Finally, the study shows that the larger urban municipalities are perceived as central nodes for inter-municipal collaboration in this area.Gymnasieskolan är ett område i vilket mellankommunal samverkan har blivit vanligare under senare år. Starka förhoppningar knyts till att kommunerna, genom att samverka med varandra, ska kunna producera utbildningar mer effektivt och ändamålsenligt. Tidigare forskning har dock visat att mellankommunal samverkan är förknippad med betydande kostnader och risker, särskilt inom ett sådant område som gymnasieskolan. Där har kommunerna nämligen starka incitament att, samtidigt som man samverkar, konkurrera med varandra (om elever och invånare). Syftet med den här studien är att fördjupa kunskapen om dessa frågor genom att analysera ledande kommunala tjänstemäns syn på drivkrafter, förutsättningar och hinder för mellankommunal samverkan om gymnasieskolan. Studien baseras på empiriska data från en enkätundersökning riktad till kommunala tjänstemän med ansvar för gymnasieskolan i kommunerna. Studien visar att kommunernas samverkan i hög utsträckning drivs av en vilja att bredda utbildningsutbudet. Studien visar också att samverkan försvåras av det som man upplever som krångliga samverkansprocesser och en ojämn fördelning av makt mellan kommunerna. Däremot verkar inte brist på tillit mellan deltagande kommuner, eller att man har dåliga erfarenheter av tidigare samarbeten, utgöra några stora hinder för samverkan. Slutligen visar studien att de större stadskommunerna upplevs som centrala noder för mellankommunal samverkan inom detta område
Crafting Ceramics through the Use of Virtual Reality
Get PDFThis paper reflects ongoing research about how new technology creates new possibilities within crafting and how it can build on traditional techniques within the field of ceramics. The research explores how virtual reality (VR), using Oculus Rift and 3D-printing in clay is suitable to link to the process of throwing vessels within ceramic crafts. The quality of the crafted objects in question is based on the ability of the presented technique to combine throwing and pattern-making as an integrated process while building up the thrown object, here named virtual pattern-throwing. Furthermore, it is argued that this use of VR for throwing makes it possible to recall a hands-on experience and thus weave the quality of the traditional craftsmanship with the virtual within the process of making vessels.This paper reflects ongoing research about how new technology creates new possibilities within crafting and how it can build on traditional techniques within the field of ceramics. The research explores how virtual reality (VR), using Oculus Rift and 3D-printing in clay is suitable to link to the process of throwing vessels within ceramic crafts. The quality of the crafted objects in question is based on the ability of the presented technique to combine throwing and pattern-making as an integrated process while building up the thrown object, here named virtual pattern-throwing. Furthermore, it is argued that this use of VR for throwing makes it possible to recall a hands-on experience and thus weave the quality of the traditional craftsmanship with the virtual within the process of making vessels.