Learning through magic? Diffractive analysis of Children's experiences across post-structuralist, post-Freudian, and post-materialist perspectives
Bibliographic Data
| ID | 3112014 |
|---|---|
| Authors | M Armijo-Cabrera (0000-0003-1657-6453, Universidad Central de Chile, corresponding author) |
| Year | 2025 |
| Volume | 32 |
| Issue | 2 |
| Pages | 175-193 |
| Publication date | 2025-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Childhood (JOURNAL) |
| Journal identifiers | ISSN: 0907-5682 • E-ISSN: 1461-7013 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/09075682251325404 |
| OpenAlex | W4408520126 |
| Language | EN |
| References cited | 25 |
This paper is a diffractive analysis of post-qualitative research focused on children's learning that was carried out in Chile during 2020 and 2021. Twenty-five visual production interviews were conducted with children between 7 and 11 years of age from a variety of geographical and socio-cultural contexts. The data are crystallized and diffracted in the light of various authors who represent post-structuralist, post-Freudian, and post-materialist perspectives. Magic is defined as a tool for resistance and negotiating power dynamics (Foucault), as a bridge between conscious and unconscious (Jung and Winnicott), and as bringing forth potential virtual states (Barad and Deleuze
Epistemology · Freudian slip · Materialism · Post structuralism · Psychoanalysis · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Philosophy · Psychology · Youth Education and Societal Dynamics
Memories of a Girl Between Worlds
Investigar las experiencias infantiles con post-etnografía escolar visual
The Subject and Power
Foucault, Power, and Education
Doing Visual Ethnography
Virtual materiality, potentiality and subjectivity
Children who carry stones in their pockets
A more ‘livable’ school? A diffractive analysis of the performative enactments of girls' ill-/well-being with(in) school environments
Diffraction or reflection? Sketching the contours of two methodologies in educational research
New Writing Practices in Qualitative Research
Big Ideas from Little People
Nuevas formas de enseñar y aprender? Las posibilidades en conflicto de las tecnologías digitales en la escuela
Thinking through non-representational and affective atmospheres in planning theory and practice
Challenging anthropocentric analysis of visual data
A diffractive and Deleuzian approach to analysing interview data
The limits of children's voices
The sociology of education as the history of the present
Writing Post Qualitative Inquiry
Qualitative Data Analysis After Coding
Beyond an Easy Sense
Reading Anger in Early Childhood Intra-Actions
| Citation velocity | historical |
|---|---|
| Highly cited | No |