Established Paradigms in Social Research x ...

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... e.g. policies, exams, publishers, app developers. ... ICT experts, app developers: ... Mason, J. (1998) Qualitative Researching, London: Sage. □ Mazzei, L. A. ...
Established Paradigms in Social Research x Innovation in Theory and Research: What to do?

Paula Lameu, School of Education Supervisors: Prof. Deborah Youdell, Dr. Ian McGimpsey S.T.O.R.I.E.S

Outline 

Theme  Hypothesis/Problem  Queries  Implications  Social Research in Education



Research Questions  Theory  Research Design  Methodology  Purpose

Theme 

The use of Information and Communication Technology (ICT) in education and its influence: in teaching and learning processes; and in the subjectification processes of teachers and students.

Hypothesis/Problem 

There is an immanent vitality in ICT that has the capacity to orient the human and the non-human/inhuman to act. It has influenced teaching and learning processes in different ways in educational assemblages. It has also affected and been affected by other processes and actions, e.g. policies, exams, publishers, app developers.

Queries 

Why consider things, people, processes, actions, documents as equals, if the study is located in SOCIAL research?  Why consider this vitality or capacity to action from humans/non-humans/inhumans?  How could these facts and interpretations be explained?

Implications in Social Research 

Ontological Perspective  Epistemological Constructs  Elaboration of Research Design  Methodological Selection

Ontology and Epistemology in Social Research 

Ontology: how the nature of reality is understood.  Epistemology: the knowledge developed and acquired by the ontological position assumed. (Manson, 1998)

Ontology and Epistemology in Social Research Realism

Idealism

Objectivism: we know the world from an objective perspective.

Subjetivism: we know the world according to our opinion and it changes from person to person.

Empiricism: we know the world because we study it through experiments or observation.

Racionalism: we discover the world because we reflect upon it.

Positivism: we know the world because we study it the same way natural scientists do.

Interpretivism/Relativism: the world should be interpreted and this interpretation changes from person to person, due to the context.

Methods in Social Research Research Design

Research Methods

Realism

Idealism

Cross-sectional Study Longitudinal Study Experiment Ethnography Questionnaire Documentary Analysis Structured observation Corpus Linguistics

Action Research Case Study Evaluation Comparative Study Interview Diary Unstructured observation Critical Discourse Analysis

Some Questions    



What are the gadgets related to technology in education? What is the policy related to the use of technology in education? Are there different meanings about what “the use of technology in education” is in different levels? Does the use of technology change anything in classroom (practice, behaviour, emotions, time)? Does this use influence the constitution of identity of teachers and students? If yes, how?

Research Question 

How does the use of ICT in education affect pedagogical processes and the subjectification of teachers and students – and is affected by them - if each of them is a component of the educational assemblage and is equally vital, leading to different actions?

Ontological perspective 

New Materialism, Dohphijn and Tuin (2012); Coole and Frost (2010); Bennett (2010)  Posthumanism, Braidotti (2013)  Monist view  Vital components leading to actions  Shaped by historical processes  In world composed by assemblages

Epistemological perspective 

Assemblage Theory Assemblages are wholes constituted by independent parts that together are coherent: individuals, objects, practices, relations, events and any other thing, human or inhuman, that may act as a component of educational process. (DeLanda, 2006)

Research Design 

Single Case Study – Different groups in three different schools in Birmingham: Primary School, Secondary School, 6th-form  Flexible Design – Assemblage Ethnography (Youdell, 2014)

Method - Assemblage Ethnography Study of the Educational Assemblage and its components.  Classroom observations;  Video/Audio recording;  Diary (notes during observation – description)  Reflections (notes after observation – interpretation)

Method - Assemblage Ethnography 







Interview with students, teachers, head teachers, ICT experts, app developers: – Semi-structured questions Documentary Analysis: – Ofsted, UK Department for Education and Employment, Census, Local Authority Strategies… Virtual Tracking: – Websites, News, Social Networks, Blogs Cmap: overview

Purposes 

General: to map the productive forces of the uses of technology in assemblages of education.  Specific : to investigate how teaching and learning processes influence these assemblages; to discuss the implications of the subjectification processes of teachers and students in these assemblages.

“Educational Assemblages: encounters of teaching and learning components through the use of ICT”. Paula Lameu, School of Education Supervisors: Prof. Deborah Youdell, Dr. Ian McGimpsey S.T.O.R.I.E.S

References  

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Ahmed, S. (2010) “Orientations Matter”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.234-257. Bennett, J. (2010) Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke University Press. Braidotti, R. (2013) The Posthuman. Cambridge: Polity Press. Coleman, R. & Ringrose, J. (eds) (2013) Deleuze and Research Methodologies. Edinburgh: Edinburgh University Press. Connolly, W.E. The "New Materialism' and the Fragility of Things. Millennium-journal Of International Studies, 2013, Vol.41(3), pp.399-412. Coole, D. & Frost, S. (2010) New Materialisms: Ontology, Agency and Politics. Durham, NC: Duke University Press. DeLanda, M. A (2006) New Philosophy of Society – Assemblage Theory and Social Complexity. London: Bloomsbury. 2013. Deleuze, G. & Guattari, F. (1984) Anti-Oedipus: Capitalism and Schizophrenia. London: Bloomsbury, 2013. Deleuze, G. & Guattari, F. (1987) A Thousand Plateaus: Capitalism and Schizophrenia. London: Bloomsbury, 2013.

References  

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Dolphijn, R. & Tuin, I. van der (2012) New Materialism: Interviews & Cartographies. Michigan: Open Humanities Press. Frost, S. (2010) “Fear and the Illusion of Autonomy”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.158-177. Grosz, E. (2010) “Feminism, Materialism, and Freedom”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.139-157. Irni, S. The politics of materiality: Affective encounters in a transdisciplinary debate. European Journal of Women's Studies, 2013, Vol.20(4), pp.347-360. Mason, J. (1998) Qualitative Researching, London: Sage Mazzei, L. A. Materialist mappings of knowing in being: researchers constituted in the production of knowledge. Gender and Education, 2013, Vol.25(6), p.776-785. Rautio, P. & Winston, J. Things and children in play – improvisation with language and matter. Discourse: Studies in the Cultural Politics of Education, 2013, p.1-12. Schadler, C. Key practices of the transition to parenthood: The everyday figuration of parents' and children's bodies and personalities through the lens of a new materialist ethnography. Current Sociology, 2014, Vol.62(1), pp.114-131. Spanos, W. (1993) End of Education: Toward Posthumanism. Ingram Digital: University of Minnesota Press.

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