Narrative and University: Contributions to the debate from a post-qualitative position
Article Sidebar
Main Article Content
Abstract
We begin this article by describing how we have arrived at post-qualitative research, our research commitment in a world in permanent change and transformation, and how this influences and affects our narrative evolution, seeking to overcome the teaching / research binarism. Two questions guide our inquiry, the first related to the search for meaning in our narrative practice with the ontological opening of the post-qualitative turn and the interesting debates that are taking place around it in the field of educational research. To answer the first of these questions, throughout the text we present and dialogue with what the post-qualitative turnaround has meant for us and relate it to narrative research. The second question is focused on how to reimagine new ways of communicating our research, knowledge and experiences. So later, adopting a more rhizomatic style, we explore new communicative ways with audiences, to achieve, with the presentation of different assemblies, involve potential readers and readers as active participants in the search for the meaning of the text and share what that this ontological opening allows us to think about our narrative commitment: deconstructive, democratic and decolonial.
Keywords:
Downloads
Metrics
Article Details
References
Aberasturi-Apraiz, E.; Correa Gorospe, J. M. y Martínez-Arbelaiz, A. (2020). Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(3), Art. 8, http://dx.doi.org/10.17169/fqs-21.3.3397.
Aberasturi Apraiz, E., Correa Gorospe, J.M., y Peña Zabala, M. (2019), Afrontar el desarrollo creativo con los estudiantes. Revista Catalana de Pedagogía, 16 (2019), p. 143-157. DOI: 10.2436/20.3007.01.128.
Aberasturi Apraiz, E., Correa Gorospe, J.M., y Gutierrez-Cabello, A. (2020). Entro lo biográfico y el aprender. Infancia, Educación y Aprendizaje (IEYA). Vol. 6, Nº 1, pp. 75-90. DOI: https://doi.org/10.22370/ieya.2020.6.1.1935
Arévalo, G.A. (2013). Reportando desde un frente decolonial: la emergencia del paradigma indígena de investigación. En: G.A. Arévalo Robles y I. Zabaleta Chaustre (Ed.) Luchas, experiencias y resistencia en la diversidad y la multiplicidad (Cuadernos de Trabajo # 2). Bogotá, Colombia: MunduBerriak
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28, 801-831. https://bit.ly/2Bc1Iux
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press
Braidotti, R. (2015). Lo Posthumano. Barcelona: Gedisa
Cano, M. (2014). Transformaciones performativas: agencia y vulnerabilidad en Judith Butler. Oxímora. Revista Internacional de Ética y Política, (5), 1-16. https://doi.org/10.1344/oxi.2014.i5.10869
Conelly, M. y Clandinin, J. (1995). Relatos de Experiencia e Investigación Narrativa. En Larrosa, Jorge.(Ed.), Déjame que te cuente. Ensayos sobre narrativa y educación (pp.11-59). Barcelona: Laertes
Coole, D. H., y Frost, S. (Eds.). (2010). New materialisms: Ontology, agency, and politics. Durham, NC: Duke University Press
Correa Gorospe, J.M., Aberasturi Apraiz, E., y Gutierrez-Cabello, A. (2020). La investigación postcualitativa: origen, referentes y permanente devenir. En J. Sancho, F. Hernandez, L. Montero, J. De Pablos, J. Rivas, & A. Ocaña (coords.), Caminos y derivas para otra investigación educativa y social. (pp. 65-80). Barcelona: Octaedro
Correa Gorospe, J.M., Aberasturi Apraiz, E., y Gutierrez-Cabello, A. (2020). El aprender de los docentes de Infantil y Primaria desde el nomadismo y el no-saber En Hernández, F., Aberasturi-Apraiz, E., Sancho, J.M., Correa Gorospe, J.M.(eds) (pp. 229-238). ¿Cómo aprenden los docentes? Tránsitos entre cartografías, experiencias, corporeidades y afectos. Barcelona: Octaedro
Correa Gorospe, J.M., Aberasturi-Apraiz, E., y Belategi, M. (2017). Cartografías sobre cómo aprendemos dentro y fuera de la escuela: lo que nos ha permitido pensar y aprender este proceso de investigación. Revista del IICE 42, 25-42 DOI: https://doi.org/10.34096/riice.n42.5352
Correa Gorospe, J.M., Aberasturi Apraiz, E. (2013). Una nueva narrativa para la escuela: La creatividad visual en la reflexión y búsqueda de alternativas escolares. En Lopes, A., Hernández, F., Sancho, J.M., Rivas, J.I. (2013). Histórias de Vida em Educação: a Construção do Conhecimento a partir de Histórias de Vida (pp.276-285). Barcelona: Universitat de Barcelona. Dipòsit Digital. http://hdl.handle.net/2445/47252
Crutzen, P. J. Y Stoermer, E. F. (2000). The ‘anthropocene’. Global Change Newsletter, 41, 17–18.https://bit.ly/2TNwroh
Cumming T.(2015). Challenges of ‘thinking differently’ with rhizoanaly-tic approaches: a reflexive account. International Journal of Research and Method in Education 38, 137-48. DOI: https://doi.org/10.1080/1743727X.2014.896892
De Line, S. (2016). All My / Our Relations. Can Posthumanism be decolonized? Open! Platform for Art, Culture & the Public Domain, 1-10. https://bit.ly/36Cu7p2
Deleuze, G. y Guattari, F. (1987). Mil mesetas: Capitalismo y Esquizofrenia. Madrid: Traficantes de Sueños
Fitzgerald, D., Rose, N. y Singh, I. (2016). Revitalizing sociology: urban life and mental illness between history and the present. The British Journal of Sociology, 67 (1), 138–160. DOI: https://doi.org/10.1111/1468-4446.12188
Fox, N.J. y Alldred, P. (2015). New materialist social inquiry: designs, methods and the research-assemblage. International Journal of Social Research Methodology, 18, (4), 399–414. DOI: http://dx.doi.org/10.1080/13645579.2014.921458
Gallo, E. (2017). Una didáctica performativa para educar (desde) el cuerpo. Revista Brasileira de Ciências do Esporte 39(2), 199-205. DOI: https://doi.org/10.1016/j.rbce.2016.09.002
Gergen Kenneth J. (2010). El yo saturado. Dilemas de identidad en el mundo contemporáneo. Barcelona: Paidós
Guttorm, H., Hohti, R. y Paakkari, A.I (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: https://doi.org/10.1177/0907568217718033
Hickey-Moody, A., Palmer, H. y Sayers, E. (2016). Diffractive pedagogies: Dancing across new materialist imaginaries. Gender and Education, 28(2), 213-229. DOI: https://doi.org/10.1080/09540253.2016.1140723
Jackson, A.Y. y Mazzei, L.A. (2013). Plugging one text into another: thinking with theory in qualitative research. Qualitative inquiry, 19 (4), 261–271. DOI: https://doi.org/10.1177/1077800412471510
Koro-Ljungberg M., Tesar M., Hargraves V., Sandoval J. y Wells T. (2020). Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry. En Cutter-Mackenzie-Knowles A., Malone K., Barratt Hacking, E. (Eds.), Research Handbook on Childhood nature. Springer International Handbooks of Education (pp.1-19). Springer: Cham. DOI: https://doi.org/10.1007/978-3-319-51949-4_21-2
Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. Los Angeles, CA: SAGE
Lather, P. A. (2015). The work of thought and the politics of research. En N.K. Denzin y M.D. Giardina, (Eds.), Qualitative inquiry and the politics of research (pp.97-107) Walnut Creek, CA: Left Coast Press
Lather, P. A. (2016). Top Ten+ List: (Re)Thinking Ontology in (Post)Qualitative Research. Cultural Studies ? Critical Methodologies, 16(2), 125–131. DOI: https://doi.org/10.1177/1532708616634734
Lather, P. A. y St. Pierre, Elizabeth A. (2013). Post Qualitative Research. International Journal of Qualitative Studies in Education, 26(6), 629-633. DOI: https://doi.org/10.1080/09518398.2013.788752
Lieberman, A. y Miller, L. (2003). La indagación como base de la formación del profesorado y la mejora de la educación. Barcelona: Octaedro
Mignolo, W. (2010). Desobediencia Epistémica: Retórica de la modernidad, lógica de la colonialidad y Gramática de la descolonialidad. Buenos Aires: Ediciones del Signo
Nieto, S. (2006). Razones del profesorado para seguir con entusiasmo. Barcelona: Octaedro
Richardson, L. y St. Pierre, E. A. (2005). Writing. A method of Inquiry. En Denzin, N. K., Lincoln, Y. S. (Eds.), The SAGE Handbook of Qualitative Research (pp. 959-978). Londres: Sage (3.ª ed.).
Rosiek, J.L., Snyder, J., y Pratt, S.L. (2019). The new materialisms and Indigenous theories of non-human agency: Making the case for respectful anti-colonial engagement. Qualitative Inquiry, 26(3-4), 1-16. DOI: https://doi.org/10.1177/1077800419830135
Rosiek, J.L., y Snyder, J. (2018). Narrative inquiry and new materialism: Stories as (not necessarily benign) agents. Qualitative Inquiry, 1-12. DOI: https://doi.org/10.1177/1077800418784326
Rousell, D. (2016). Dwelling in the Anthropocene: Re-imagining university learning environments in response to social and ecological change. The Australian Journal of Environmental Education, 32(2), 1–20. DOI: https://doi.org/10.1017/aee.2015.50
Rousell, D. (2019). Inhuman forms of life: on art as a problem for postqualitative research, International Journal of Qualitative Studies in Education, 32(7), 887-908. DOI: https://doi.org/10.1080/09518398.2019.1609123
Sancho-Gil, J. M., y Correa-Gorospe, J. M. (2019). Intra-acciones en el aprender de docentes de infantil, primaria y secundaria. Educatio Siglo XXI, 37(2 Jul-Oct), 115-140. https://doi.org/10.6018/educatio.387041
Santos, Boaventura de Souza (2017). Justicia entre Saberes. Epistemologías del Sur contra el epistemicidio. Madrid: Morata
Sherbine K. (2014). Cartographies of becoming in education. A Deleuze-Guattari perspective. Qualitative Research in Education 3, 119-22. DOI: http://dx.doi.org/10.4471/qre.2014.39
Springgay, S. (2010). Knitting as an Aesthetic of Civic Engagement: Re-conceptualizing Feminist Pedagogy through Touch. Feminist Teacher 20 (2), 111-123. DOI: 10.5406/femteacher.20.2.0111
St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative Research (pp. 611–626). 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. https://journal.jctonlenine.org/index.php/jct/article/view/521
St. Pierre, E.A. (2015). Practices for the “new” in the new empiricisms, the new materialisms, and post qualitative inquiry. En N.K. Denzin and M.D. Giardina, (Eds.), Qualitative inquiry and the politics of research (pp. 75-85). Walnut Creek, CA: Left Coast Press
St. Pierre, E. A. (2006). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239-266.
St. Pierre, E. A. (2013). The appearance of data. Cultural Studies-Critical Methodologies, 13(4), 223-227. DOI: https://doi.org/10.1177/1532708613487862
St. Pierre, E. A. (2017). Writing Post Qualitative Inquiry. Qualitative Inquiry, 24(9), 603-608. DOI: https://doi.org/10.1177/1077800417734567 [Date of Access: June 27, 2019].
St. Pierre, E. A., Jackson, A. Y., y Mazzei, L. (2016). New empiricisms and new materialisms: Conditions for a new inquiry. Cultural Studies-Critical Methodologies, 16(2), 99-110. DOI: https://doi.org/10.1177/1532708616638694