Getting Lost With Multimodal Artifacts in Teacher Inquiry

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Interrogations Across Participatory Approaches in Qualitative Methodology (Table 16)

Abstract

This paper attends to the creation and effects of multimodal artifacts when inquiring into teacher embodiment within practices of inclusive education. Taking a post-qualitative approach, we engaged in “making” data (Ellingson, 2017) with/alongside four teachers who are former graduates of a disability studies informed teacher education program. We encountered these teachers through embodied poems, maps and affective storyboards which we created based on our interviews with them. We discuss our process of getting lost (Lather, 2007) through these multimodal artifacts in a way that allowed us to open up to the emergent properties of inquiry, becoming alongside our participants and other circulating bodies.

Authors

• Maddie Neufeld, Teachers College, Columbia University
  Presenting Author

• Srikala Naraian, Teachers College, Columbia University
  Presenting Author