Response-able Pedagogies in Educational Research: Four Studies Using Posthuman Methodologies Across Contexts

Session Type: Roundtable Session

Abstract

Closely aligned with the conference theme “Accepting Educational Responsibility,” we attend to ontoethics as part of the posthuman turn in educational research (Kuby, Spector & Thiel, 2018) and contribute to ongoing conversations on taking response-ability (Haraway, 2016) in research methods and analysis. The objectives of this session are to offer a range of international studies that address response-able pedagogies that extend beyond the classroom and work at the intra-sectionalities of onto-ethico-epistemologies, pluridimensional data, and flexible frameworks of analysis in postqualitative inquiry. Such objectives foreground methodological choices that may indeed be imperatives as researchers seek to proactively employ response-able pedagogies that produce actionable findings toward equitable and just outcomes.

Sub Unit

• SIG-Qualitative Research

Chair

• Amélie Lemieux, Mount Saint Vincent University

Papers

• Attending to Our Response-abilities: Diff/reading Data Through Pedagogies of the Other-wise - Amélie Lemieux, Mount Saint Vincent University; Kelly C Johnston, Baylor University; Fiona Scott, The University of Sheffield

• I'm Nebraskan Compost, Not Posthuman - Susan Naomi Nordstrom, The University of Memphis

• Post-Qual's Concept-Ecology (Economy): Affirmative Critiques From a Twitter Bot - Sarah E. Truman, University of Melbourne

• "We Felt That Electricity": Creative Writing as Affective Entanglement in and Beyond a Secondary Classroom - Jessica Cira Rubin, University of Waikato

Discussant

• Jennifer Rowsell, University of Bristol