Education Research for the Anthropocene: The (Micro)Politics of Researcher Becoming (2017 Radford Lecture)

Autor/in	Somerville, Margaret Jean
Titel	Education Research for the Anthropocene: The (Micro)Politics of Researcher Becoming (2017 Radford Lecture)
Quelle	In: Australian Educational Researcher, 45 (2018) 5, S.553-567 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0281-z
Schlagwörter	Educational Research; Relevance (Education); Educational Researchers; Foreign Countries; Indigenous Populations; Feminism; Indigenous Knowledge; Graduate Students; Place of Residence; Influences; Personal Narratives; Finland + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Relevance; Relevanz; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Ausland; Sinti und Roma; Feminismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Wohnort; Influence; Einfluss; Einflussfaktor; Erlebniserzählung; Finnland
Abstract	This lecture asks: How can education research address the big questions of our time, and what has politics got to do with it? It will trace moments and movements of researcher-(un)becoming to explore the (micro)politics of a lifetime of educational research. Politics is understood as both intimate and immense, as the intertwined politics of global conditions, and of the nation, with the intimately personal. It is about the researcher lives we all live. The approach was generated in a recent visit to Oulu, north Finland, where doctoral students asked me to present 'tales' of a researcher life. The lead student wanted to know how to manage a doctorate while raising three young children. As I have wandered back and forth over a lifetime of presentations, the shapes of key influences emerged. "Relations with Aboriginal people and Country" have been there since before the beginning, and are incorporated into my ways of being in the world. "Feminist theories and their libidinal flows" have been fundamental in shaping both my life and research, including their uneasy alliance with Aboriginal onto-epistemologies. "Doctoral students" have emerged as a strong generative force in my intellectual directions, moving me into all sorts of worlds I would never have entered otherwise. And finally, "Place," the places where I have lived and worked have been the crucial grounding of my body and being, primal and prior, but also the basis of thought. In further elaborating these different influences, they culminate in the contemporary force of the Anthropocene, calling us to consider how the world is asking to be named, and how we can learn to be human differently, for the wellbeing of the planet. In developing this address into a paper, I have decided, in consultation with, and supported by the editor Nicole, to preserve its original content as far as possible. The knowledge contained in the address belongs with the oral performance and images as much as with the very few written words that were used in the powerpoint slides. A small selection of images is also included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01