Synopsis
This book explores the possibilities of the relationships between theory and method as enacted in post-qualitative research. The contributors, based in Australia, Canada, the UK and USA, use theory and method to disrupt established traditions and create new and alternative possibilities for research in identity, agency, power, social justice, space, materiality, and other transformations. Using examples of recent and highly innovative research practices which meaningfully challenge taken-for-granted assumptions in education and social science, the editors and contributors open new ground for other ways of thinking about doing research in these fields. Major theoretical perspectives explored and applied include: posthumanism, poststructuralism, feminist theory, ecofeminism, new materialism, SF, and critical theory and the theorists drawn on include: Karen Barad, Gilles Deleuze and Felix Guattari, Mikhail Bakhtin, Donna Haraway, Michel Foucault, Judith Butler, Rosie Braidotti, Anna Tsing and Stacy Alaimo.
About the Authors
Matthew Krehl Edward Thomas (BA [Hons] La Trobe, GCertHELT, GCertAIB Deakin, GDipEd, PhD UniMelb) SFHEA is a Senior Lecturer in Education (Pedagogy and Curriculum) at Deakin University in Melbourne, Australia. He is the Course Director of the Masters of Teaching program suite and a specialist in Initial Teacher Education. Matthew lectures in teaching (pedagogy), curriculum (design and planning) and trains postgraduate researchers he also works internationally leading humanitarian projects through global immersion programs. He is a former schoolteacher with a background in leadership, strategy and negotiation. His research interests focus on the effects of time, power, human rights and technology. Matthew's most recent publications explore the implications of time and artificial intelligence on human rights and relationships. Recently he co-edited Post-Qualitative Research and Innovative Methodologies (2020; Bloomsbury Academic) and Inclusive Education is a Right, right? (2021). He tweets sometimes @whoseprivacy.
Mark Murphy is Reader in Education and Public Policy at the University of Glasgow, UK.
Robin Bellingham teaches and researches in Education, Pedagogy and Curriculum at Deakin University in Melbourne. Her work explores how education and methodologies can respond to pressing problems of modernity such as educational and political disempowerment and disengagement, the ongoing effects of colonization, and ecological crisis. She draws on different writing genres, and on critical, posthumanist, and decolonial perspectives.
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