Crystallization as a Methodology: Disrupting Traditional Ways of Analyzing and (Re)presenting Through Multiple Genres

• In Event: Disrupting Qualitative Inquiry: Possibilities and Tensions of Art-Based Educational Research

Abstract

Crystallization as discussed by Richardson and St. Pierre (2005) deconstructs traditional views of validity and (post)positivist notions of triangulation. Crystallization as a methodology (Ellingson, 2009) embraces a multigenre approach to analysis and (re)presentation that blurs the boundaries of art and science. The focus of this chapter is on crystallization as a methodology in an educational study of critical inquiry in an early childhood classroom (Kuby, 2010). To demonstrate how crystallization disrupts traditional processes of research, Kuby discusses three fluid and recursive aspects of the study: 1) autoethnography to unpack ideologies that influenced teaching/researching; 2) practitioner inquiry while teaching children; and 3) a critical performative analysis of emotion. She also discusses the tensions and possibilities of disrupting qualitative research traditions in the academy. This chapter demonstrates how multiple genres can be used for analysis and (re)presentation (multi-voice poetry, pro/epilogues of narrative vignettes, images and embodied conversations).

Author

• Candace Ross Kuby, University of Missouri - Columbia