M Maclure
Biographic Data
| ID | 41607 |
|---|---|
| NAME | M Maclure |
| GIVEN NAMES | M |
| FAMILY NAME | Maclure |
| SIGNATURE | MACLURE M |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0001-7679-9240 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 827 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 11 |
A little thing that returns: Refrains and young children’s sense making in museum spaces
This paper describes a research collaboration with Humber Museums Partnership, which explored family museum visiting and early language. Drawing from ethnographic observations and continuous audio recordings, this article examines how very young children make sense in museum spaces. We activate Deleuze and Guattari’s concept of the refrain (originally expressed in French as ritournelle, a little return) to analyse vignettes of children’s vocalisa…
Something comes through or it doesn’t”: Intensive reading in post-qualitative inquiry
The article describes practices of “intensive reading” for post-qualitative inquiry, drawing on the work of Deleuze, with some examples from the author’s own research. To read intensively is to experience the forward propulsion toward something not-yet-present. That forward momentum, and the fragmented path that it carves through the library, has the potential, in the words of Stengers, to summon something “that has no stable illustration in this…
Ambulant Methods and Rebel Becomings: Reanimating Language in Post-Qualitative Inquiry
Language has been at the core of humanism, as a pre-eminently human capacity—the primary resource through which the world is mediated. What has/will become of language in the post-human turn? And what are the implications for post-qualitative method
Insect-Thinking as Resistance to Education’s Human Exceptionalism: Relationality and Cuts in More-Than-Human Childhoods
This article discusses the “more-than-human” turn in qualitative inquiry and education, engaging with the critiques presented by philosophers, animal studies scholars, and educational scholars toward the “too easy” adoption of an inclusive relational ontology. Based on Barad’s concept of re-turning, the article develops a methodology of insect-thinking, which folds memories as well as scientific and “low theoretical” sources in and out the analys…
Resistance, desistance: Bad girls of post-qualitative inquiry
Who or what might be the illegitimate offspring of the “bad girl” as a figure for post-qualitative research? I consider the witch as a figure of posthuman efficacy and affective relationality, drawing on recent invocations of witchcraft and divination as theoretic practice. The witch might help post-qualitative methodology fulfil its own aspirations to get beyond language and the closures of coding by infusing method with divinatory practices. Ex…
Inquiry as Divination
The article proposes divination as a speculative method for inquiry, drawing primarily on the work of Deleuze. Divinatory practices would be diagrammatic, ambulant, cryptic, affirmative, and experimental. They would look for strange relations between the one and the many, in the shifting totality of the cosmos, and entertain relations that are always to some extent inhuman. The article offers an example from an ethnographic study of classroom int…
Atmospheres of the Anthropocene. Sensing and rerouting dis/inheritances in a university museum with young people
This paper follows young people’s shifting sense of inheritance in the context of the environmental and ontological crises of the epoch named the Anthropocene. It discusses a research project in which young people were invited to work critically and creatively with a British university museum to explore its storerooms and exhibits. The ethnographic and artistic engagements led to the curation of a ‘cabinet of curiosities’ within the museum itself…
Watching two-year-olds jump: Video Method Becomes ‘Haptic
This article explores emerging findings in a sensory ethnography based in a nursery setting where video data has been co-produced with parents, practitioners and 2-year-old children. The project mobilises Froebel’s twin concepts of ‘unfoldment’ and ‘self-activity’, reinstating the importance of the sensory-motor register as a form of knowledge production. It maps some interesting affinities between aspects of Froebel’s thinking and a Deleuzian ph…
Reconceptualising early language development: Matter, Sensation and the More-Than-Human
This article critically interrogates the model of language that underpins early years policy and pedagogy. Our arguments emerge from an ethnographic study involving 2-year-olds attending a day care centre that had begun to hold a substantial proportion of its sessions outdoors. The resultant shift in pedagogy coincided with changes in the children’s speaking and listening practices. We take these changes as a starting point for a reconceptualisat…
Blots on the Anthropocene: Micropolitical Interventions With Young People in a University Museum
In this article, we discuss a series of artistic interventions in a university museum co-created by young people, researchers, and museum curators. We focus on the co-development of techniques for disrupting and re-imagining museological spaces and times, while exploring young people's shifting sense of inheritance in relation to the 'Anthropocene' as a particular figuration of the current epoch. Drawing together an eclectic range of sources at t…
Literacy and language as material practices: Re-thinking social inequality in young children’s literacies
No description provided
Critical Qualitative Methodologies: Reconceptualizations and Emergent Construction
Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qu…
Qualitative Inquiry in Neoliberal Times
Qualitative methodology and the new materialisms
This chapter argues that the turn to materiality has powerful, but also powerfully dangerous, implications for qualitative research – and that these implications are not always fully recognized by those of us who have embraced, and been embraced by, the new materialisms. It aims to explore further the question of how new materialist thought challenges qualitative inquiry, by considering two particular areas: firstly, the status of data in qualita…
Video game discourses and implications for game-based education
Increasingly prevalent educational discourses promote the use of video games in schools and universities. At the same time, populist discourses persist, particularly in print media, which condemn video games because of putative negative effects on behaviour and socialisation. These contested discourses, we suggest, influence the acceptability of games and limit critical analysis of their effectiveness as pedagogic tools. This article focuses on t…
Coda
Disclosure statementNo potential conflict of interest was reported by the author
The Refrain of the A-Grammatical Child: Finding Another Language in/for Qualitative Research
The article critically interrogates the figure of the child in Deleuze and its relation to language as an entry point to the question of what a materialist theory of language might involve and how it might be put to work in qualitative methodology. The Deleuzian child is a figure of destratification and resistance to dominant narratives-a resistance that is inextricably bound up with the materiality of the child's body and its relation to languag…
Psychopathology at school: Theorizing mental disorders in school
Review Symposium of Psychopathology at school: theorizing mental disorders in school, by Valerie Harwood and Julie Allan, London, Routledge, 2014, 208 pp., ISBN 978-0-41-581042-5
Eu(rope): (Re)assembling, (Re)casting, and (Re)aligning Lines of De- and Re-territorialisation of Early Childhood
The aim of this paper is to (re)(e)value(ate) current micro- and macropolicies and politics that shape – and are shaped by – conceptualisations of and, in consequence, practices towards young children in a range of institutions/figurations. The ‘geopolitical’ location for our investigation is Europe, understood as conceptual space(s) as well as (geographical) territory. Whilst we begin by focusing attention on events within an English context, we…
Chapter 9 Classification or Wonder? Coding as an Analytic Practice in Qualitative Research
Promiscuous feminists postscript
It is a mark of liveliness of thought when new research imaginaries are named and set to work. So it has been great to witness the debut in these articles of the figure of the promiscuous feminist
Researching without representation? Language and materiality in post-qualitative methodology
The article imagines a materially informed post-qualitative research. Focusing upon issues of language and representation, under the influence of Deleuze's Logic of Sense, it argues for research practices capable of engaging the materiality of language itself. It proposes the development of non- or post-representational research practices, drawing on contemporary materialist work that rejects the static, hierarchical logic of representation, and …
The Wonder of Data
The article considers the productive capacity for wonder that resides and radiates in data, or rather in the entangled relation of data-and-researcher. Wonder is not necessarily a safe, comforting, or uncomplicatedly positive affect. It shades into curiosity, horror, fascination, disgust, and monstrosity. But the price paid for the ruin caused-to epistemic certainty or the comforts of a well-wrought coding scheme-is, after Massumi (2002, p. 19), …
Becoming a problem: Behaviour and reputation in the early years classroom
How does it happen that some children acquire a reputation as a ‘problem’ in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4–5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be , and to be recognised as , good students? Using …
Qualitative Inquiry: Where Are the Ruins
The article interrogates the notion of "the ruins" and its cognates (rupture, loss, failure, etc.) as productively destructive figures for postfoundational methodology and wonders how much damage has actually been done. Hoping for ruins, have scholars merely produced a picturesque gloss on the same old Enlightenment edifice? The author finds some promise in Deleuze's notion of the stutter, using this to look at what happens when the body surfaces…
Researching without representation? Language and materiality in post-qualitative methodology
The article imagines a materially informed post-qualitative research. Focusing upon issues of language and representation, under the influence of Deleuze's Logic of Sense, it argues for research practices capable of engaging the materiality of language itself. It proposes the development of non- or post-representational research practices, drawing on contemporary materialist work that rejects the static, hierarchical logic of representation, and …
The Wonder of Data
The article considers the productive capacity for wonder that resides and radiates in data, or rather in the entangled relation of data-and-researcher. Wonder is not necessarily a safe, comforting, or uncomplicatedly positive affect. It shades into curiosity, horror, fascination, disgust, and monstrosity. But the price paid for the ruin caused-to epistemic certainty or the comforts of a well-wrought coding scheme-is, after Massumi (2002, p. 19), …
Qualitative Inquiry: Where Are the Ruins
The article interrogates the notion of "the ruins" and its cognates (rupture, loss, failure, etc.) as productively destructive figures for postfoundational methodology and wonders how much damage has actually been done. Hoping for ruins, have scholars merely produced a picturesque gloss on the same old Enlightenment edifice? The author finds some promise in Deleuze's notion of the stutter, using this to look at what happens when the body surfaces…
Silence as Resistance to Analysis: Or, on Not Opening One's Mouth Properly
The article engages with the problematic nature of silence and its tendency to trouble qualitative inquiry. Silence is frequently read as resistance-as an impediment to analysis or the emergence of an authentic voice. Rather than seeking methodological remedies for such impediments, the article dwells on, and in, the recalcitrance of silence. The authors read silence, via Derrida and Freud, as the trace of something Other at the heart of utteranc…
The offence of theory
Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates…
Clarity bordering on stupidity’: Where’s the quality in systematic review
The article presents a critique of the discourse of 'systematic review' in education, as developed and promoted by the EPPI‐Centre at the University of London. Based on a close reading of the exhortatory and instructional literature and 30 published reviews, it argues that the approach degrades the status of reading and writing as scholarly activities, tends to result in reviews with limited capacity to inform policy or practice, and constitutes …
The bone in the throat: Some uncertain thoughts on baroque method
The paper conjures some possibilities for a baroque method in qualitative educational research. It draws on work across a range of disciplines that has detected a recurrence of the baroque in the philosophical and literary texts of modernity. A baroque method would resist clarity, mastery and the single point of view, be radically uncertain about scale, boundaries and coherence, and favour movement and tension over structure and composure. It wou…
The Refrain of the A-Grammatical Child: Finding Another Language in/for Qualitative Research
The article critically interrogates the figure of the child in Deleuze and its relation to language as an entry point to the question of what a materialist theory of language might involve and how it might be put to work in qualitative methodology. The Deleuzian child is a figure of destratification and resistance to dominant narratives-a resistance that is inextricably bound up with the materiality of the child's body and its relation to languag…
Arguing for Your Self: Identity as an organising principle in teachers' jobs and lives
Biography and life history are currently enjoying a revival in educational research and development. This article considers the implications of adopting a ‘biographical attitude’ to research and policy issues, and explores the notion of identity as an organising principle in teachers' jobs and lives. Identity, it is suggested, can be seen as a kind of argument— a resource that people use to explain, justify and make sense of themselves in relatio…
Animating classroom ethnography: Overcoming video‐fear
This article addresses the use of video in classroom research. Influenced by the work of Deleuze on cinema, it challenges the mundane realism that continues to regulate video method, and its role in perpetuating what Deleuze calls the ‘everyday banality’ that produces and conceals the ‘intolerable’. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunte…
Becoming a problem: Behaviour and reputation in the early years classroom
How does it happen that some children acquire a reputation as a ‘problem’ in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4–5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be , and to be recognised as , good students? Using …
A Demented Form of the Familiar: Postmodernism and Educational Research
What can postmodernism do for, or to, educational research? The article discusses its potential for resisting closure and simplification. Developing a ‘preposterous’, anachronistic postmodern method that is caught up with surrealism and the baroque, the article plays with trompel'oeil paintings and outmoded popular entertainments such as magic lanterns, peep shows and clockwork automata as figures for critique and analysis. It argues for defamili…
Mundane Autobiography: Some thoughts on self‐talk in research contexts
The paper considers the status of autobiographical interview data in life history and biographical research. Interviews tend to be treated, it is suggested, as ‘sacred’ texts‐‐as contemplative and authoritative versions that are as free as possible from the biasses and desires that ordinarily animate (and ‘contaminate') personal stories and anecdotes. It is argued here that, on the contrary, interview accounts are as mundane and pragmatic as any …
Documenting classroom life: How can I write about what I am seeing
The article is located within a UK based ethnographic research project where the central aim is to understand the processes by which 4- 5 year-old children begin to develop an identity as 'naughty' within school. This article considers certain practices that are embedded within the act of documenting data and how these relate to and are connected with identity. Having foregrounded what could be regarded as tactics for 'authenticating' data we the…
Disenchanted Evenings: The social organization of talk in parent-teacher consultations in UK secondary schools
Parent-teacher consultations represent something of a 'black hole' in our understanding of educational practices. This study, based on audio-recordings, examines the structure and the fine detail of these brief encounters. We identify some similarities with doctor-patient consultations. Teachers are accorded the right to give an uninterrupted 'diagnosis'; and they maintain knowledge differentials through their use of specialist vocabularies and p…
Telling Transitions: Boundary work in narratives of becoming an action researcher
The paper explores the handling of ‘boundary phenomena’ within modernist and post‐modernist research perspectives, via a reading of the autobiographical narratives of 10 people who have been influential in developing and promoting teacher action research. These stories of transitions — from teacher, to action researcher, to academic — address boundary issues that are rehearsed within action research itself: between theory and practice, school and…
Reconceptualising early language development: Matter, Sensation and the More-Than-Human
This article critically interrogates the model of language that underpins early years policy and pedagogy. Our arguments emerge from an ethnographic study involving 2-year-olds attending a day care centre that had begun to hold a substantial proportion of its sessions outdoors. The resultant shift in pedagogy coincided with changes in the children’s speaking and listening practices. We take these changes as a starting point for a reconceptualisat…
Watching two-year-olds jump: Video Method Becomes ‘Haptic
This article explores emerging findings in a sensory ethnography based in a nursery setting where video data has been co-produced with parents, practitioners and 2-year-old children. The project mobilises Froebel’s twin concepts of ‘unfoldment’ and ‘self-activity’, reinstating the importance of the sensory-motor register as a form of knowledge production. It maps some interesting affinities between aspects of Froebel’s thinking and a Deleuzian ph…
Promiscuous feminists postscript
It is a mark of liveliness of thought when new research imaginaries are named and set to work. So it has been great to witness the debut in these articles of the figure of the promiscuous feminist
Blots on the Anthropocene: Micropolitical Interventions With Young People in a University Museum
In this article, we discuss a series of artistic interventions in a university museum co-created by young people, researchers, and museum curators. We focus on the co-development of techniques for disrupting and re-imagining museological spaces and times, while exploring young people's shifting sense of inheritance in relation to the 'Anthropocene' as a particular figuration of the current epoch. Drawing together an eclectic range of sources at t…
Language and Discourse: The embrace of uncertainty
Making the Social Text: poetics and politics in social science discourse Richard Harvey Brown (Ed.), 1992 New York, de Gruyter
Something comes through or it doesn’t”: Intensive reading in post-qualitative inquiry
The article describes practices of “intensive reading” for post-qualitative inquiry, drawing on the work of Deleuze, with some examples from the author’s own research. To read intensively is to experience the forward propulsion toward something not-yet-present. That forward momentum, and the fragmented path that it carves through the library, has the potential, in the words of Stengers, to summon something “that has no stable illustration in this…
Resistance, desistance: Bad girls of post-qualitative inquiry
Who or what might be the illegitimate offspring of the “bad girl” as a figure for post-qualitative research? I consider the witch as a figure of posthuman efficacy and affective relationality, drawing on recent invocations of witchcraft and divination as theoretic practice. The witch might help post-qualitative methodology fulfil its own aspirations to get beyond language and the closures of coding by infusing method with divinatory practices. Ex…
Atmospheres of the Anthropocene. Sensing and rerouting dis/inheritances in a university museum with young people
This paper follows young people’s shifting sense of inheritance in the context of the environmental and ontological crises of the epoch named the Anthropocene. It discusses a research project in which young people were invited to work critically and creatively with a British university museum to explore its storerooms and exhibits. The ethnographic and artistic engagements led to the curation of a ‘cabinet of curiosities’ within the museum itself…
Theoretical Resources
Mundane Autobiography: Some thoughts on self‐talk in research contexts
The paper considers the status of autobiographical interview data in life history and biographical research. Interviews tend to be treated, it is suggested, as ‘sacred’ texts‐‐as contemplative and authoritative versions that are as free as possible from the biasses and desires that ordinarily animate (and ‘contaminate') personal stories and anecdotes. It is argued here that, on the contrary, interview accounts are as mundane and pragmatic as any …
Arguing for Your Self: Identity as an organising principle in teachers' jobs and lives
Biography and life history are currently enjoying a revival in educational research and development. This article considers the implications of adopting a ‘biographical attitude’ to research and policy issues, and explores the notion of identity as an organising principle in teachers' jobs and lives. Identity, it is suggested, can be seen as a kind of argument— a resource that people use to explain, justify and make sense of themselves in relatio…
Language and Discourse: The embrace of uncertainty
Making the Social Text: poetics and politics in social science discourse Richard Harvey Brown (Ed.), 1992 New York, de Gruyter
Theoretical Resources
Telling Transitions: Boundary work in narratives of becoming an action researcher
The paper explores the handling of ‘boundary phenomena’ within modernist and post‐modernist research perspectives, via a reading of the autobiographical narratives of 10 people who have been influential in developing and promoting teacher action research. These stories of transitions — from teacher, to action researcher, to academic — address boundary issues that are rehearsed within action research itself: between theory and practice, school and…
Eccentric subject, impossible object: A 1 poststructural reading of Hannah Cullwick
The paper explores poststructural figures of identity via a reading of a collection of texts by and about a Victorian maidservant, Hannah Cullwick. Drawing on Donna Haraway's figure of the trickster or shape changer and on the theorizing of the ''subaltern'' subject in postcolonial writing, the paper challenges readings of Hannah and her life that offer her up as an exemplary figure of suffering or heroic womanhood. Instead, it is proposed that H…
Disenchanted Evenings: The social organization of talk in parent-teacher consultations in UK secondary schools
Parent-teacher consultations represent something of a 'black hole' in our understanding of educational practices. This study, based on audio-recordings, examines the structure and the fine detail of these brief encounters. We identify some similarities with doctor-patient consultations. Teachers are accorded the right to give an uninterrupted 'diagnosis'; and they maintain knowledge differentials through their use of specialist vocabularies and p…
Clarity bordering on stupidity’: Where’s the quality in systematic review
The article presents a critique of the discourse of 'systematic review' in education, as developed and promoted by the EPPI‐Centre at the University of London. Based on a close reading of the exhortatory and instructional literature and 30 published reviews, it argues that the approach degrades the status of reading and writing as scholarly activities, tends to result in reviews with limited capacity to inform policy or practice, and constitutes …
The bone in the throat: Some uncertain thoughts on baroque method
The paper conjures some possibilities for a baroque method in qualitative educational research. It draws on work across a range of disciplines that has detected a recurrence of the baroque in the philosophical and literary texts of modernity. A baroque method would resist clarity, mastery and the single point of view, be radically uncertain about scale, boundaries and coherence, and favour movement and tension over structure and composure. It wou…
A Demented Form of the Familiar: Postmodernism and Educational Research
What can postmodernism do for, or to, educational research? The article discusses its potential for resisting closure and simplification. Developing a ‘preposterous’, anachronistic postmodern method that is caught up with surrealism and the baroque, the article plays with trompel'oeil paintings and outmoded popular entertainments such as magic lanterns, peep shows and clockwork automata as figures for critique and analysis. It argues for defamili…
Animating classroom ethnography: Overcoming video‐fear
This article addresses the use of video in classroom research. Influenced by the work of Deleuze on cinema, it challenges the mundane realism that continues to regulate video method, and its role in perpetuating what Deleuze calls the ‘everyday banality’ that produces and conceals the ‘intolerable’. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunte…
The offence of theory
Theory frequently offends. The paper argues that this is its strength: the value of theory lies in its power to get in the way. Theory is needed to block the reproduction of banality, and thereby, hopefully, open new possibilities for thinking and doing. However, I also note that theory has become somewhat disengaged from its objects, diminishing its power of productive interference. I argue for ‘exemplary’ practices, in which theory proliferates…
Documenting classroom life: How can I write about what I am seeing
The article is located within a UK based ethnographic research project where the central aim is to understand the processes by which 4- 5 year-old children begin to develop an identity as 'naughty' within school. This article considers certain practices that are embedded within the act of documenting data and how these relate to and are connected with identity. Having foregrounded what could be regarded as tactics for 'authenticating' data we the…
Silence as Resistance to Analysis: Or, on Not Opening One's Mouth Properly
The article engages with the problematic nature of silence and its tendency to trouble qualitative inquiry. Silence is frequently read as resistance-as an impediment to analysis or the emergence of an authentic voice. Rather than seeking methodological remedies for such impediments, the article dwells on, and in, the recalcitrance of silence. The authors read silence, via Derrida and Freud, as the trace of something Other at the heart of utteranc…
Qualitative Inquiry: Where Are the Ruins
The article interrogates the notion of "the ruins" and its cognates (rupture, loss, failure, etc.) as productively destructive figures for postfoundational methodology and wonders how much damage has actually been done. Hoping for ruins, have scholars merely produced a picturesque gloss on the same old Enlightenment edifice? The author finds some promise in Deleuze's notion of the stutter, using this to look at what happens when the body surfaces…
Becoming a problem: Behaviour and reputation in the early years classroom
How does it happen that some children acquire a reputation as a ‘problem’ in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4–5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be , and to be recognised as , good students? Using …
Chapter 9 Classification or Wonder? Coding as an Analytic Practice in Qualitative Research
Promiscuous feminists postscript
It is a mark of liveliness of thought when new research imaginaries are named and set to work. So it has been great to witness the debut in these articles of the figure of the promiscuous feminist
Researching without representation? Language and materiality in post-qualitative methodology
The article imagines a materially informed post-qualitative research. Focusing upon issues of language and representation, under the influence of Deleuze's Logic of Sense, it argues for research practices capable of engaging the materiality of language itself. It proposes the development of non- or post-representational research practices, drawing on contemporary materialist work that rejects the static, hierarchical logic of representation, and …
The Wonder of Data
The article considers the productive capacity for wonder that resides and radiates in data, or rather in the entangled relation of data-and-researcher. Wonder is not necessarily a safe, comforting, or uncomplicatedly positive affect. It shades into curiosity, horror, fascination, disgust, and monstrosity. But the price paid for the ruin caused-to epistemic certainty or the comforts of a well-wrought coding scheme-is, after Massumi (2002, p. 19), …
Eu(rope): (Re)assembling, (Re)casting, and (Re)aligning Lines of De- and Re-territorialisation of Early Childhood
The aim of this paper is to (re)(e)value(ate) current micro- and macropolicies and politics that shape – and are shaped by – conceptualisations of and, in consequence, practices towards young children in a range of institutions/figurations. The ‘geopolitical’ location for our investigation is Europe, understood as conceptual space(s) as well as (geographical) territory. Whilst we begin by focusing attention on events within an English context, we…
Psychopathology at school: Theorizing mental disorders in school
Review Symposium of Psychopathology at school: theorizing mental disorders in school, by Valerie Harwood and Julie Allan, London, Routledge, 2014, 208 pp., ISBN 978-0-41-581042-5
Coda
Disclosure statementNo potential conflict of interest was reported by the author
The Refrain of the A-Grammatical Child: Finding Another Language in/for Qualitative Research
The article critically interrogates the figure of the child in Deleuze and its relation to language as an entry point to the question of what a materialist theory of language might involve and how it might be put to work in qualitative methodology. The Deleuzian child is a figure of destratification and resistance to dominant narratives-a resistance that is inextricably bound up with the materiality of the child's body and its relation to languag…
Critical Qualitative Methodologies: Reconceptualizations and Emergent Construction
Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qu…
Sociology (35 works) · Philosophy (22 works) · Psychology (22 works) · Epistemology (20 works) · Aesthetics (19 works) · Posthumanist Ethics and Activism (16 works) · Philosophy (15 works) · Social science (14 works) · Art (12 works) · Political science (11 works)