Doing Deleuze: Exploring Qualitative Research Methodologies in Education

Session Submission Type: Symposium

Abstract

This session brings together an international group of scholars working in education, to reflect on the significance of Deleuze's work for interdisciplinary, qualitative empirical research at the interface of theory and (professional, pedagogical and institutional) practice. While the theoretical implications of Deleuzian philosophy have been considered in educational philosophy this session specifically explores the impact of Deleuzian thinking for educational research practice. The papers explore: ‘What is methodological in Deleuze’s thinking?’ and ‘How do Deleuze’s theories change the way we conceive the meanings, processes and outcomes of research methodologies?’ Collectively, the papers think carefully about the methodological implications of Deleuze's work for empirical research, outlining how Deleuze's philosophy contributes new conceptual languages and thinking tools for qualitative research processes.

Sub Unit

• SIG-Qualitative Research

Chair

• Jessica Lenore Ringrose, Institute of Education - London

Papers

• Using a Deleuzian Becoming in Qualitative Data "Analysis" - Alecia Youngblood Jackson, Appalachian State University

• Desire Undone: Productions of Privilege, Power, and Voice - Lisa A. Mazzei, University of Oregon

• Rhizoanalysis and Literacies Research - Diana Masny, University of Ottawa

• Activating Micropolitical Research Practices in the Early Years - Mindy Blaise, The Hong Kong Institute of Education

• Deleuze and Guatarri in the Nursery: Ethnographic Mappings of Multisensory Young Gendered Becomings - Emma Renold, Cardiff University; David Mellor, Bristol University

• Teen Girls, Visual Culture, and Affective Assemblages: Exploring Feminist Deleuzian Approaches to Educational Research - Jessica Lenore Ringrose, Institute of Education - London; Rebecca Coleman, Lancaster University

Discussant

• Maggie Maclure, Manchester Metropolitan University