The article imagines a materially informed post-qualitative research. Focusing upon issues of language and representation, under the influence of Deleuze’s Logic of Sense, it argues for research practices capable of engaging the materiality of language itself. It proposes the development of non- or post-representational research practices, drawing on contemporary materialist work that rejects the static, hierarchical logic of representation, and practices such as interpretation and analysis as conventionally understood. The article explores the ontological and the practical implications of this state of affairs, via a re-reading of a fragment of what would have been called data. Offering relief from the ressentiment and piety that have characterised qualitative methodologists’ engagements with scientific method, the ‘post’ could therefore be read as signalling the demise of qualitative research. Or at least, as inaugurating a qualitative research that would be unrepresentable to itself.

Researching without representation? Language and materiality in post-qualitative methodology

The purpose of this paper is to challenge the habitual anthropocentric gaze we use when analysing educational data, which takes human beings as the starting-point and centre, and gives humans a sel ...

Challenging Anthropocentric Analysis of Visual Data: A Relational Materialist Methodological Approach to Educational Research.

Inspired by postcolonial critiques, urban studies today is characterized by conceptual and methodological experimentation in pursuit of a more global approach to understanding cities. The challenge is to develop methods and theoretical practices which allow conceptual innovation to emerge from any urban situation or urbanization process, sustaining wider conversations while insisting that concepts are open to revision. This maps well on to the core methodological problematic of comparison. Mindful of the strong limits to comparison presented by conventional quasi-scientific methods, this paper sets out the basis for a reformatted comparative method. A new grounding for comparison is proposed, specific to the field of the urban, and a new typology of tactics for undertaking urban comparative research is suggested. The paper weaves together classic approaches and more recent innovations in comparison from within urban studies with a wider philosophical analysis of the issues at stake in reframing the architecture of comparison. The paper stands as an invitation to practise global urban studies differently – comparatively – but also to practise comparison differently, in a way that opens urban studies to a more global repertoire of potential insights. The paper develops this invitation and methodological quest through Marxist political-economy; through actually-existing vernacular comparative practices of urban studies; and through insights gleaned from Gilles Deleuze’s philosophical project. The last section of the paper explains how this new vocabulary of comparative method can be put to work through a review of some recent experiments in the field of global urban studies.

Thinking cities through elsewhere Comparative tactics for a more global urban studies

In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group’s disciplined rationalization of youth engagement in literacies. We organize our critical exploration of “A Pedagogy of Multiliteracies” around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the moment-by-moment unfolding o...

/pdf/rereading-a-pedagogy-of-multiliteracies-bodies-texts-and-1r0rq4tyir.pdf

Rereading “A Pedagogy of Multiliteracies” Bodies, Texts, and Emergence

This article explores the possibilities of considering how ‘matter and meaning are mutually constituted’ in the production of knowledge (Barad, 2007: 152) through presenting a diffractive analysis of a piece of interview data with a six-year-old boy in a preschool class. Inspired by Donna Haraway’s (1997) and Karen Barad’s (2007) theorising, I understand diffractive analysis as an embodied engagement with the materiality of research data: a becoming-with the data as researcher. Understanding the body as a space of transit, a series of open-ended systems in interaction with the material-discursive ‘environment’, diffractive analyses constitute transcorporeal engagements with data. Stacy Alaimo’s (2010) theorisation of the transcorporeal is put to work diffractively with Gilles Deleuze and Felix Guattari’s (1987) thinking on the process of becoming minor or minoritarian. This implies a reconceptualisation of the very act of thinking as a transcorporeal process of engagement, going beyond the idea of reflexi...

A diffractive and Deleuzian approach to analysing interview data

The best ebooks about Difference And Repetition that you can get for free here by download this Difference And Repetition and save to your desktop. This ebooks is under topic such as gilles deleuze difference and repetition difference and repetition mariusj preparing to learn from difference and repetition protevi gilles deleuze difference and repetition difference and repetition: on guy debord's films difference and repetition wrmail difference and repetition uksfp difference and repetition pdf book library deleuzeÃ¢Â€ÂTMs difference and repetition (phil 615) crn: 27134 gilles deleuzes difference and repetition gilles deleuzes deleuzeÃ ̄Â¿Â¢Ã ̄Â3⁄4Â€Ã ̄Â3⁄4ÂTMs difference and repetition by henry somers-hall repetition pdf difference and deleuze wordpress difference, repetition, and the n[on(e)-all]: the repetition and difference: a rhythmanalysis of pedagogic outline of gilles deleuze, diffÃƒÂ©rence et rÃƒÂ©pÃƒÂ©tition from colonization to globalization: difference or repetition and difference: a rhythmanalysis of pedagogic reading on the move geneseo migrant center and national the difference and repetition of gabriel tarde repetition and refrain your new wiki! wikispaces difference and repetition 310 conclusion: the postulate difference and repetition in deleuzeÃ¢Â€ÂTMs proustian sign and differences in the nonword repetition performance of which are the layers of difference and repetition? gilles deleuzes difference and repetition gilles deleuzes gilles deleuze's 'difference and repetition': a critical difference and repetition deleuze pdf kepbeenpdf difference and repetition pdf kepbeenpdfleswordpress difference and repetition european perspectives a series rhetorical analysis university academic success programs what difference does deleuze's difference make? difference and repetition wikipedia difference and repetition gilles deleuze google books deleuze, gilles | internet encyclopedia of philosophy

C. Colwell

Papers

Difference and Repetition