We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Drawing from the theories of feminist new materialism, this article looks closely at the ways children and things, particularly fabric remnants, work together to coconstruct stories. The data prese...

Vibrant Matter The Intra-Active Role of Objects in the Construction of Young Children’s Literacies

While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors. A particular focus is placed on identity in pre‐service teachers and new practitioners. Implications of an understanding of these issues for programmes of teacher education are highlighted.

Understanding teacher identity: an overview of issues in the literature and implications for teacher education

Anti-Oedipus: Capitalism and schizophrenia.

Frantz Fanon’s explosive Black Skin, White Masks is a merciless expose of the psychological damage done by colonial rule across the world. Using Fanon’s incisive analytical abilities to expose the consequences of colonialism on the psyches of colonized peoples, it is both a crucial text in post-colonial theory, and a lesson in the power of analytical skills to reveal the realities that hide beneath the surface of things.  
Fanon was himself part of a colonized nation – Martinique – and grew up with the values and beliefs of French culture imposed upon him, while remaining relegated to an inferior status in society. Qualifying as a psychiatrist in France before working in Algeria (a French colony subject to brutal repression), his own experiences granted him a sharp insight into the psychological problems associated with colonial rule.  
Like any good analytical thinker, Fanon’s particular skill was in breaking things down and joining dots. His analysis of colonial rule exposed its implicit assumptions – and how they were replicated in colonised populations – allowing Fanon to unpick the hidden reasons behind his own conflicted psychological make up, and those of his patients. Unflinchingly clear-sighted in doing so, Black Skin White Masks remains a shocking read today.

An Analysis of Frantz Fanon's Black Skin, White Masks

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

This book is both practical and provocative. It demonstrates the insights and the challenges of a discourse-based orientation to educational and social research. Drawing on a variety of educational and social science 'texts' - including press articles, life history interviews, parent-teacher consultations, policy debates and ethnographies - the author shows how knowledge, power, identities and realities are constructed and problematised in discourse. The book also deals with research itself as discursive practice, examining the texts that qualitative researchers produce and consume: reports, monographs, journal articles. Practical examples are included for researchers and graduate students wishing to 'interrogate' their own data from a discourse perspective. The author develops a critical awareness of the researcher's role as writer/reader of texts. The book makes the case for 'discursive literacy' in research. While its primary allegiances are to poststructuralism and deconstruction, it draws from a wide range of disciplines, including interaction sociology, feminist ethnography, literary theory, critical discourse analysis and art history. What holds the book together is the persistent question: how to do educational research and social research within a 'crisis of representation' that has unsettled the relationship between words and worlds?

Discourse in Educational and Social Research

Biography and life history are currently enjoying a revival in educational research and development. This article considers the implications of adopting a ‘biographical attitude’ to research and policy issues, and explores the notion of identity as an organising principle in teachers’ jobs and lives. Identity, it is suggested, can be seen as a kind of argument—a resource that people use to explain, justify and make sense of themselves in relation to others, and to the world at large. While identity is a site of permanent struggle for everyone, teachers may be undergoing a particularly acute crisis of identity, as the old models and exemplars of teacherhood disintegrate under contemporary social and economic pressures. The article is based upon an empirical study of 69 primary and secondary teachers.

Arguing for your self: identity as an organising principle in teachers' jobs and lives

Introducing discourse and educational research - The discourse of disgust: press engagements in the 'war' over standard English - Interrogating the discourse of home-school relations: the case of 'parents' evenings' - Taking a text apart: a discourse analysis of a polemical article - The fabrication of research - The threat of writing - Fabricating the self: metaphors of method in life-history interviews - The repulsion of theory: women writing research - The sudden laugh from nowhere: mimesis and illusion in art and research - Conclusion: deconstruction and educational research Appendices: Definitions of discourse: a sketchy overview - Standard English: chronology of policy events - Anatomy of a blaming sequence.

Discourse in educational and social research

The article considers the productive capacity for wonder that resides and radiates in data, or rather in the entangled relation of data-and-researcher. Wonder is not necessarily a safe, comforting, or uncomplicatedly positive affect. It shades into curiosity, horror, fascination, disgust, and monstrosity. But the price paid for the ruin caused—to epistemic certainty or the comforts of a well-wrought coding scheme—is, after Massumi (2002, p. 19), the privilege of a headache. Not the answer to a question, but the astute crafting of a problem and a challenge: what next?

Maggie MacLure

Papers

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

Discourse in Educational and Social Research

Arguing for your self: identity as an organising principle in teachers' jobs and lives

Discourse in educational and social research

The Wonder of Data