Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and Post-Anthropocentric expands qualitative researchers’ notions of data and exemplifies scholars’ different encounters and interactions with data. In Disrupting Data in Qualitative Inquiry data has become an exploratory project which pays close attention to data’s numerous variations, manifestations, and theoretical connections. This book is targeted to serve advanced graduate level methodological, inquiry, and research-creation courses across different disciplines.
Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and Post-Anthropocentric expands qualitative researchers’ notions of data and exemplifies scholars’ different encounters and interactions with data.
|
|
|
ix | |
|
|
|
xi | |
| Foreword |
|
xvii | |
|
|
| Introduction: Multiplicities of Data Encounters |
|
1 | (10) |
|
|
|
|
|
|
|
Chapter One Performing Data |
|
|
11 | (12) |
|
|
|
Chapter Two Befriending Snow: On Data as an Ontologically Significant Research Companion |
|
|
23 | (12) |
|
|
|
|
|
Chapter Three (Becoming-with) Water as Data |
|
|
35 | (14) |
|
|
|
Chapter Four Data Provocations: Disappointing, Failing, Malfunctioning |
|
|
49 | (18) |
|
|
|
|
|
Irruptions: In the Beginning, There Was a Hole |
|
|
61 | (6) |
|
|
|
|
|
|
|
Chapter Five Traces of Breath: An Experiment in Undoing Data Through Artistic Research |
|
|
67 | (14) |
|
|
|
Chapter Six Data: The Wonder of It All |
|
|
81 | (12) |
|
|
|
Chapter Seven (Un)becoming Data Through Philosophical Thought Processes of Pasts, Presents and Futures |
|
|
93 | (12) |
|
|
|
Chapter Eight Writing Data |
|
|
105 | (12) |
|
|
|
|
|
Chapter Nine [ Data within (data]-bag) Diffracted |
|
|
117 | (20) |
|
|
|
|
|
Irruptions: LiteratureHoles |
|
|
131 | (6) |
|
|
|
|
|
|
|
Chapter Ten Writing `Data' Across Space, Time, and Matter |
|
|
137 | (14) |
|
|
|
Chapter Eleven Spectral Data Experiment n-1 |
|
|
151 | (10) |
|
|
|
Chapter Twelve Immanence and Our Live Data Apology |
|
|
161 | (12) |
|
|
|
|
|
Chapter Thirteen Data, Material, Remains |
|
|
173 | (12) |
|
|
|
Chapter Fourteen "Whatever We Make Depends": Doing-data/Data-doing with Young Children |
|
|
185 | (12) |
|
|
|
Chapter Fifteen Grappling with Data |
|
|
197 | (14) |
|
|
|
Chapter Sixteen New Empiricisms and the Moving Image: Rethinking Video Data in Education Research |
|
|
211 | |
|
|
|
|
|
225 | |
|
|
|
|
|
|
Mirka Koro-Ljungberg (Ph.D., University of Helsinki) is Professor of Qualitative Research at Arizona State University. Her scholarship operates in the intersection of methodology, philosophy, and socio-cultural critique, and her work aims to contribute to methodological knowledge, experimentation, and theoretical development across various traditions associated with qualitative research. She has published in various qualitative and educational journals, and she is the author of Reconceptualizing Qualitative Research: Methodologies Without Methodology (2016).
Teija Löytönen (Doctor of Arts, Theatre Academy Helsinki; Ed. M., University of Helsinki) currently works as a Senior Specialist for Art and Creative Practices at Aalto University, Finland. Prior to her current position she was a full-time scholar for over ten years funded by the Academy of Finland. Her research interests include higher arts education, arts and creativity in academia as well as professional and academic development. Her special interest is in collaborative research endeavors and in "new" modes of (post) qualitative research. She has published in several refereed journals and edited volumes as well as presented her research in various networks.
Marek Tesar (Ph.D., University of Auckland) is Senior Lecturer in Childhood Studies and Early Childhood Education at the University of Auckland in New Zealand. His research focus is on childhood, children's lives, philosophy, policy and methodology. Tesars scholarship and activism merges theoretical work with a practical impact on the mundane lives of children and their childhoods in Aotearoa, New Zealand and overseas. He has published and disseminated his work in many books and journals, and also to the early childhood community. His work received numerous national and international awards and accolades.
