Thinking with Posthuman Perspectives in Self-Study Research

Autor/inn/en	Strom, Katie; Mills, Tammy; Abrams, Linda; Dacey, Charity
Titel	Thinking with Posthuman Perspectives in Self-Study Research
Quelle	In: Studying Teacher Education, 14 (2018) 2, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strom, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2018.1462155
Schlagwörter	Self Evaluation (Individuals); Doctoral Programs; Graduate Students; Teaching Experience; Communities of Practice; Teacher Education; Educational Practices; Teacher Improvement; Interpersonal Relationship; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Community; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01