Full Description
"Intimate
scholarship" refers to qualitative methodologies, such as self-study and autoethnography, that directly engage the personal
experience, knowledge, and/or practices of the researcher(s) as the focus of
inquiry. While intimate scholarship offers entrypoints into non-binary thinking
by blurring the line between researcher/researched, much work in this genre
continues to reinforce a humanist "I". In this volume, we ask what happens when
the researcher in forms of intimate scholarship is decentered, or is considered
as merely one part of an entangled material-discursive formation.
Chapters in this volume highlight ways that researchers
of teaching and teacher education can advance conversations in education while exploring theories with an ontological view of the
world as fundamentally multiple, dynamic, and fluid. Drawing on a range of methods, authors "put to work" posthuman, non-linear, and multiplistic theories and concepts to
disrupt and decenter the "I" in intimate methodologies. Also featured in this volume
are conversations with leading posthuman scholars, who
highlight the possibilities and challenges of decentering the researcher in
intimate scholarship as a practice of social justice research.
Contents
Introduction: Decentering the Researcher in Intimate Scholarship; Kathryn Strom, Tammy Mills, & Alan OvensAffective Reverberations: The Methodological Excesses of a Research Assemblage; Adrian D. Martin
Teaching in, Relating in, and Researching in Online Teaching: The Desiring Cartographies of Two Second Language Teacher Educator Becomings; Francis Bangou and Stephanie Arnott
We, Monsters: An Autoethnographic Literature Review of Experiences in Doctoral Education Programs; Jordan Corson and Tara Schwitzman
Decentering the 'Self' in Self-Study of Professional Practices: A Working Research Assemblage; Mats Melvold Hordvik, Lars Tore Ronglan, Ann MacPhail and Deborah Tannehill
New Materialist Auto-ethico-ethnography: Agential-realist Authenticity and Objectivity in Intimate Scholarship; Chau Vu
Narrative Mining: A Poststructural Autoethnographic Method for Exploring Race and Identity in the Urban Classroom; John Wamsted
The Luxury of Vulnerability: Reflexive Inquiry as Privileged Praxis; Tricia M. Kress & Kimberly J. Frazier-Booth
The Rhizomes of Academic Practice: Culturally and Linguistically Diverse Students Negotiating Learning and Belonging; Radha Iyer
Pedagogy, Naked and Belated: Disappointment as Curriculum Inquiry; Brandon Sams
Art as a 'Thing that Does': Creative Assemblages, Expressive Lines of Flight, and Becoming-Cosmic-Artisan in Teacher Education; Kay Sidebottom and David Ball
Becoming-with/in Educational Research: Minor Accounts as Care-Full Inquiry; Maria Wallace
Affirmative Ethics, Posthuman Subjectivity, and Intimate Scholarship: A Conversation with Rosi Braidotti; Rosi Braidotti
Decentering Subjectivity After Descartes: A Conversation with Michael Peters; Michael Peters
Encounters and Materiality in Intimate Scholarship: A Conversation with Maggie MacLure; Maggie MacLure
Deleuzoguattarian Decentering of the Eye/I: A Conversation with Jessica Ringrose and Shiva Zarabadi; Jessica Ringrose and Shiva Hassan-Zarabadi
