Index
2018; Emerald Publishing Limited; Linguagem: Alemão
10.1108/s1479-368720180000031018
ISSN1875-5151
ResumoCitation (2018), "Index", Decentering the Researcher in Intimate Scholarship (Advances in Research on Teaching, Vol. 31), Emerald Publishing Limited, Bingley, pp. 219-225. https://doi.org/10.1108/S1479-368720180000031018 Publisher: Emerald Publishing Limited Copyright © 2018 Emerald Publishing Limited INDEX Abramović, Marina, 185 Academia, 48, 51, 56, 57 Action research, 3 Actor-Network Theory, 181 Affect, 13–14, 28–29, 30, 32, 34, 35, 209, 210 Affective capitalism, 193 Affective contemplations/convictions, 18–19 Affective resemblance, 20 Affective reverberations, 9–22 Affirmative ethics, 155, 179, 181, 183 Agencement, 28–32, 34–42 Agency, 78, 79 Agential realism, 78 Agential-realist authenticity, 76–78, 80–83 Agential-realist objectivity, 83–84 Animals, 161–162 Anthropocene, 168, 180, 185, 186 Antioedipus , 187 Apocalyptic cultures, 190 “Arborescent” thinking, 138, 149–150 Art, 153–164 Assemblage, 5, 11, 13, 15–17, 19–21, 59–72, 155, 158–160 decentering the “self” as, 67 and self-study of professional practices, 63–70 Associative thinking, 184 Audience-class, 7, 155 Authenticity agential-realist, 76–78, 80–83 in autoethnography research, 5–6 Authentikos, 81 Autobiographical ethnography, 76 Autobiography, 183 Auto-ethico-ethnography, 6 new materialist, 75–87 Autoethnographic literature review, of doctoral education programs, 45–57 getting lost, 46, 49–55 monstrous methodology, 48–49 (post-)monstrous position, 47–48 Autoethnography, 2, 3, 5, 6, 11, 76–77, 79–80, 183, 191, 198 barriers to, 92, 94 diffractive, 79–86 narrative mining of, 93–97, 100102 post-structural, 92, 94 tripartite problem of, 92 Axiological intra-actions, reliability as, 85–86 Ball, David, 156, 159–161 Bannon, Steve, 190 Barad, Karen, 199, 201, 210 Barthes, Roland, 10, 93 Beauvoir, Simone, 193 Becoming, 125–128 becoming-nomads of research, 182 becoming-nomads of science, 182 becoming-with/in models that model, 176–177 and the decentered researcher, 133–135 and online education, 27–29, 32, 35–41 process of, 129–132 rhizomatic, 126–128 and self-study of professional practices, 62, 63, 67–70 Being, 125–128 process of, 129–132 Belated pedagogy, 138, 140–141, 144–148, 151 Biesta, Gert, 154 Bilingual education program, 15 Braidotti, Rosi, 155, 157, 158, 179–188, 201, 207 Britzman, Deborah, 201 Brownmiller, Susan, 187 Burden of narrative unity, 82 Capital, 155 Capitalism, 183, 185 affective, 193 cognitive, 193 cybernetic, 193 Capitolocene, 168 Care-full movements, 169–171 Cartesianism, 191 Cartography, 127 Cause-and-effect models, 14 Chthulucene, 168 Clinton, Hillary, 100 Co-autoethnography, 113 Cogito ergo sum , 191 Cognitive capitalism, 193 Collaboration, 151, 158–161 Color-blind racism, 97 “Coming into composition” process, self as, 71–72 Common Core State Standards, 106 Communication skills, 130 Conscientization, 164 Consciousness, 192 Conventional qualitative method, 199 Cosmic artisans, 7 Cosmological physics, 191 Creativity, and teaching, 148 Crisis, 157 Crisis of confidence, 2 Critical ethnography, 133 Critical reflection, 139 Critical theories, 111 Cultural hegemony, 3 Culturally and linguistically diverse (CALD) students, 123–135 Curriculum inquiry, disappointment as, 137–151 belated pedagogy, 144–148 naked pedagogy, 141–144 posthuman disappointments, 149–151 Curriculum-making, 149 Cybernetic capitalism, 193 Data analytics, 194 Data triangulation, 171 Data-walking, 14 Da Vinci, Leonardo, 155 Davis, Angela, 186 Decalcomania, 127 Decentered researcher becomings, 133–135 Decentering the “self”, 205–213 in self-study of professional practices, 59–72 Deleuze, Gilles, 10–13, 16, 25–42, 60–63, 123–135, 158, 163, 168, 169, 171, 172, 177, 199, 200, 201, 202, 205–213 Derrida, Jacques, 10, 93 Descartes, Rene, 191 Desire, 29, 31–41 Destabilization, 125 Deterritorialization, 125–127, 131–135, 181 Dewey, John, 109, 192 Dialogue, 156 Dick, Phillip, 193 Diffractive autoethnography, 79–86 Digital humanities, 186 Discrimination, 191 Doctoral education programs autoethnographic literature review of, 45–57 and getting lost, 46, 49–55 and monstrous methodology, 48–49 and (post-)monstrous position, 47–48 Double slit experiment with diffraction, 201 Duty ethics, 149 Educational equity, 19 Egotistic self, 183 Embodied teacher education, 138 Embodiment, 155, 192 Emery, Sherridan, 160 Empowerment, 109 Empowerment group, 210 Encounter, 197–203 English as a Second Language (ESL), 15 English learners (ELs), 11, 17–18, 20 Entanglement, 199 Environmental humanities, 186 Epoch of digital reason, 194 Ethico-ontoepistemology, 86 Ethnic autobiography, 76 Ethnography, 46 Eurocentric rational humanism, 3 European Conference of Qualitative Inquiry, 201 Exhibition, 162–163 Experimentation, through rhizoanalysis, 30–31 Exploration, 128 Ex post facto observation, 98 Fascism, 181 Feminism, 183, 186, 208 Feminist poststructural theory, 169 Feminist theories, 111 Flows, 156–158 Foucault, Michel, 10, 46, 183, 187, 190, 192, 208 Freire, Paulo, 154 Further Education (FE) sector, 154 Gaia hypothesis, 193 Gender, 211 Genealogy, 190 Genre, 138 Gesture, 170 Getting lost, 46, 49–55 Giroux, Henry, 154 Guattari, Felix, 10–14, 16, 21, 25–42, 62–63, 123–135, 158, 163, 168, 169, 171, 172, 177, 205–213 Gut Feminism , 199 Haraway, Donna, 77, 161, 168, 169, 188, 207 Heidegger, Martin, 192 Higher Education Institution, 154 Hlavajova, Maria, 155 hooks, bell, 154 Humanistic conception of self (I), 10, 11, 46–47, 82, 83, 86 Hunter, Mary Ann, 160 Husserl, Edmund, 192 IBMs Watson, 194 Identity, 149 life story model of, 93–94 teacher’s, 138, 144, 149–150 IELTS (International English Language Testing System), 130 Immanence, 27–30, 38, 40, 42 Implicit bias, 94, 100 Imposter, 158 Indigeneity, 195 Individualism, 111 Informationalism, 193 Institutional Review Board (IRB), 85 Instrumental teaching, 154 Intergenerational connection, 187 Interregnum, 157 Intimate scholarship, 76–78, 107, 182–185, 197–203 definition of, 2–3 posthuman materialist, 3–8 Intra-action, 199 Intuitive trouble, 168 Involutionary, 168 Kantianism, 149, 191 Kline, Nancy, 158, 161 Knowability, 117 Knowledge, 21 Knowles, Malcolm, 161 Kohn, Alfie, 154 Kristeva, Julia, 10 Labor, 155 Latour, Bruno, 181 Life history, 2, 76 Life story model of identity, 93–94 Linear casualty, 14 Linguistic narcissism, 78 Literature, 138, 139, 143, 148, 149, 152 Literature review autoethnographic, of doctoral education programs, 45–57 Lorraine, Tasmin, 208 Lovelock, James, 193 MacLure, Maggie, 197–203, 209–210 Malhi, Yadvinder, 193 Managerialism, 154 Marx, Karl, 195 Maslow, Abraham, 161 Massachusetts Comprehensive Assessment System, 106 Massumi, B., 209 Materialism, 5 posthuman, 3 Materialist teacher education, 138 Materiality, in intimate scholarship, 197–203 May, Theresa, 191 Meaning-making process, 15 Memory work, 3 Merleau-Ponty, Maurice, 192 Metaphysics, 93 Miller, Nancy, 185 Minor account(s), 171–176 Minority among majority, in qualitative research, 168–169 Mirror, as metaphor, 108–116 Monism, 4 Monsters, 45–57 in doctoral education field, 55–57 mastering, 51–54 producing, 54–55 surviving, 49–51 Multiplicities, 62, 117, 156–158 Multiplistic theories of difference, 138 Naked pedagogy, 138, 140, 141–144, 151 Narrative inquiry, 2, 3, 11, 76 Narrative mining, 91–102 Native anthropology, 76 Nature culture, 77 Nature–culture continuum, 180 Neo-conservatism, 191 Neoliberal individualism, 183 Neoliberalization, 185 New materialism, 198–201 New materialist auto-ethico-ethnography, 75–87 and agential-realist authenticity, 76–78, 80–83 and agential-realist objectivity, 83–84 and the autoethnographical method, 79–80 new materialist ontology, 78–79 as posthuman social inquiry, 86–87 Nicollini, Alyssa, 211 Nietzsche, Friedrich, 190 Nihilism, 181 Nomadic thinking, 155 Nomad science, 182 Nonlinearity, 184 Non-linear teacher education, 138 Normalization, 130 Objectivity, 76–78 agential-realist, 83–84 in autoethnographic research, 6 Online education, 25–42 and field material collection, 31 and L2 teacher educators, 27–29 and rhizoanalysis, 30–39 Ontoepistemology, 86 Ontological shift, 4 Ontology, 27, 41, 128, 168 new materialist, 78–79 Otherization, 206 Parrhesia, 190 Pedagogical innovation, 154 Pedagogical reading, 138, 150 Pedagogy belated, 138, 140–141, 144–148, 151 of desire, 40 of monsters, 54 naked, 138, 140, 141–144, 151 Pepperell, Robert, 157 Personal/pedagogical affective distributions, 17–18 Personal criticism, 185 Peters, Michael, 189–195 Philosophy of language, 190 Picasso, Pablo, 159 Pierce, Charles Sanders, 192 Pillow, Wanda, 201 Platationocene, 168 “Plugging in”, 38–39, 63–67 Post-anthropocentrism, 180 Post-foundationalism, 191 Posthuman disappointments, 149–151 Posthuman Glossary , 180 Posthumanism, 168, 190, 191 Posthumanist performative, 82 Posthuman materialist intimate scholarship, 3–8 Posthuman research, 138, 155 Posthuman social inquiry, 86–87 Posthuman subjectivity, 181–182 Post-positivist approach, 48 Post-qualitative research, 64, 190 Post-secondary education, 26 Poststructural autoethnography, 92, 94 Poststructuralism, 168 Potentia, 157, 163 Predictability, 117 Professional development (PD), 26, 27, 35–37, 40 Proust, Marcel, 162–163 Provocation, 128 Pseudohumanist exceptionalism, 180 Qualitative inquiry, 10, 12, 14, 21, 61 Qualitative research, 2, 10–12, 14, 20–21 minority among majority in, 168–169 Quantitative research, 10 Race, racism, 94, 95, 97–101 Rationality, 2 Reading narratives of, 139 pedagogical, 138, 150 reflective, 140 to teach, 139–140 while teaching, 140 Realism, 110 Refinement, 128 Reflection-as-event, 107 Reflective inquiry, 3 Reflective practice, 109, 111, 113, 156, 159, 162, 163 Reflective reading, 140 Reflective work, 155 Reflexive inquiry, as privileged praxis, 105–119 Reflexivity, 6, 7, 79, 80, 105–119 of discomfort, 119 reflexivity-as-event, 116–119 Relationality, 60 Renold, Emma, 209 Research assemblage. See Assemblage Research management of online education, 29–31 Research methodology, 169 Rhizome, rhizomatics, rhizoanalysis, 7, 11–14, 16, 17, 21, 63, 92, 93, 102, 123–135 characteristics of, 127 experimentation through rhizoanalysis, 30–31 rhizomatic becoming, 126–128 rhizomatic learning, 163 rhizomatic reimagination, 132–135 rhizomatic thinking, 149–151 Rich, Adrienne, 201 Ringrose, Jessica, 205–213 Rogers, Carl, 161 Rosmic artisans, 155, 163 Royal science, 182 Sameness, 117 Schizoanalysis, 206, 208–209, 212 Second language (L2) teacher education, 5, 10 online education and, 25–42 Second language (L2) teacher educator, 27–29 Self-awareness, 110 Self-coherence, 82 Self-glorification, 184 Self-indulgence, 55 Self-knowledge, 110 Self-study, 2, 3, 5–7, 11, 183, 191 assemblage and, 63–67 becoming and, 67–70 decentering the “self” in, 59–72 Deleuze and Guattari’s philosophy and, 62–63 importance of, 70–71 nature of, 61–62 as process of coming into composition, 71–72 of professional practices, 76 Self-study of teacher education practices (S-STEP), 124, 128, 129, 135 Sense, 199 Serres, Michel, 200 Sexuality, 2140 Shame, 138, 151 Sidebottom, Kay, 156 Social constructionism, 4 Social theory dualisms, 79 Solidarity, 170 Spinoza, Baruch, 185 Spivak, Gayatri, 77 Spontaneity, 117 Sport education, 69 Steinem, Gloria, 186 Stengers, Isabelle, 202 St. Pierre, Elizabeth, 164, 181, 199 Strom, Kathryn (Katie), 158–159 Student-curator, 7, 155 Subjectivity, 2 Subjectivity, decentering, 189–195 Summer Institute in Qualitative Research, Manchester Metropolitan University, 203 Systems thinking, 193 Talking triad(s), 9, 171, 172, 176 Teacher(s) and identity, 138, 144, 149–150 Teacher-artist, 7, 155 Teacher education self-study of professional practices and, 64 Teaching creativity and, 148 narratives of, 139 reading while, 140 Technical–scientific–curriculum tale, 143 Technological assistance, 26 Technologies of the self, 116, 183 Technology of production, 116 TESOL, 132 Transdisciplinarity, 184 Trans-selves, 183 Trouble, 169, 170 Trump, Donald, 191 Truth-telling, 190 Undutiful Daughters , 186 Universalism, 110 Unknowability, 117 Utilitarianism, 149 Venter, Craig, 194 Virtue Ethics, 149 Vulnerability, 105–119 Walking methodology, 213 “Why is my curriculum white?” campaign, 154 Wilson, Elizabeth, 199 Wittgenstein, Ludwig, 190 Wolfe, Karl, 161–162 Zarabadi, Shiva, 205–213 Zig-zag thinking, 184 Book Chapters Prelims Introduction: Decentering the Researcher in Intimate Scholarship Affective reverberations: the methodological excesses of a research assemblage Teaching in, relating in, and researching in online teaching: the desiring cartographies of two second language teacher educator becomings We, monsters: an autoethnographic literature review of experiences in doctoral education programs (Kind of) Decentering the “self” in self-study of professional practices: a working research assemblage New materialist auto-ethico-ethnography: agential-realist authenticity and objectivity in intimate scholarship Narrative Mining: Story, Assemblage, and the Troubling of Identity The Luxury of Vulnerability: Reflexive Inquiry as Privileged Praxis The Rhizomes of Academic Practice: Culturally and Linguistically Diverse Students Negotiating Learning and Belonging Pedagogy, Naked and Belated: Disappointment as Curriculum Inquiry Art as a “Thing That Does”: Creative Assemblages, Expressive Lines of Flight, and Becoming Cosmic-Artisan in Teacher Education Becoming-with/in Educational Research: Minor Accounts as Care-full Inquiry Affirmative Ethics, Posthuman Subjectivity, and Intimate Scholarship: a Conversation with Rosi Braidotti Decentering Subjectivity After Descartes: A Conversation with Michael Peters Encounters and Materiality in Intimate Scholarship: A Conversation with Maggie MacLure Deleuzo-Guattarian Decentering of the I/eye: A Conversation with Jessica Ringrose and Shiva Zarabadi About the Authors Index
Referência(s)