ERG SES H 03, Teachers' Training and Education
This paper aims to relate the disruptive turn experienced after the extensive and exhaustive coding and analysis process through the Grounded Theory as an analysis method in my doctoral research. Also, describes some of the pathways that emerged from the complex displacements and becomings (Deleuze and Guattari, 1987). These pathways illustrates not only my movement as a researcher, but also how the focus of the study is shifted, causing a transformation of the initial question and methodology.
Initially, the doctoral research highlighted the importance of making questions about how the collaborators, Art teachers in training education, were building their corporealities and performative actions in their educational process. However as a result of the continuous movements, the focus of the research shifted to other territories by expanding meanings of the body in the inquiry. This allowed me to dialogue about the multiple places that a body takes within educational relations. Indeed, after all, I suggest that the body experience becomes in something circulating.
The body, being our first meeting point with the other and acting as central to social relations, offers us many possibilities. It acts as an unquestionable object of pedagogical control under surveillance techniques, standardization, classification and totalization (Gore, 2000) that often act in a hidden and naturalized way.
Is worth to say that, when I am referring to the body presence in education, I am not trying to discuss if it occupies a neglected or predominant position within the practices and discourses of the educational process. My aim in this paper is to make visible how the body flows through what I nominate as ‘educational spectrum’: how teachers are transiting, what is revealed about an educational institution, about the teacher profession, the relationships established when talking about the body, what could be revealed about the curriculum, and so on. To that end it is necessary to place the body as the center of research due to the place that occupies within the whole educational relational system and therefore in an institution: an ambiguous place configured as a place of exploration.
Thereby, this study looks for open spaces, in collaboration with eight students from Pedagogy of Visual Arts degree, - in order to think and talk about the multiple territories that body could be occupy in education, and the different meanings of body that can expand and connect with other ideas and questions. Along with this, it was sought to reveal what kind of social, cultural, political and institutional forces were present in the narratives of each collaborator. I believe these forces are not exactly a consequence of relationships generated, but indeed as a constituent of collaborators and materiality as an assemblage.
Even when the coding process was slightly normative, following some methods of the second generation of Grounded Theory (Kathy Charmaz, Adele E. Clarke, Calder W. Kaufman), I intend to build the process of generating knowledge in a non-normative way.
The following section of methodology argues, how an exhaustive analysis process allowed me to go deep into the interviews, to identify aspects like relationships, empties and concepts that I had not previously thought about. Namely, the coding and analysis process, following the GT, was not used to generate theory, but to create ways of dialogue and understanding from what the collaborators said to me. At the present, the purpose is not focused on the question, but in what emerges from there, i.e., the focus is in how I dialog with those narratives to develop concepts and the way of assembling them.
Braidotti R (2004) Feminismo, diferencia sexual y subjetividad nómade. Barcelona: Editorial Gedisa. Charmaz K (1990) Discovering chronic illness: Using grounded theory. Social Science and Medicine 30(11): 1161-1172. Charmaz K (2000) Grounded theory: Objectivist and constructivist methods. In Denzin N and Lincoln Y (eds) Handbook of qualitative research. Thousand Oaks, CA: Sage, pp. 509-535. Charmaz K (2002) Grounded theory: Methodology and theory construction. In: Smelser NJ and Baltes PB (eds) International encyclopedia of the social and behavioral sciences. Amsterdam: Pergamon, pp.6396-6399. Charmaz C (2006) Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage. Contreras J and Pérez de Lara N (2010) Investigar la experiencia educativa. Madrid: Editorial Morata. Deleuze G and Guattari F (1987) A Thousand Plateaus: Capitalism and Schizophrenia. (1 edition December 21, 1987). Mirmeapolis: University of Minnesota Press. Glaser B and Strauss A (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company. Glaser B (1978) Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press. Gore J (2000) Disciplinar los cuerpos: sobre la continuidad de las relaciones de poder en pedagogía. In: Popkewitz T y Brennan M (comp) El desafío de Foucault. Discurso, conocimiento y poder en la educación. Barcelona: Pomares-Corredor, pp. 228-249. Mazzei L (2013) A voice without organs: interviewing in posthumanist research. International Journal of Qualitative Studies in Education 26(6): 732-740. DOI: 10.1080/09518398.2013.788761
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.