Coming to Know Collectively: A Gothic Tale of Method, Metaphor and Madness in the Academy

Autor/inn/en	Lennon, Sherilyn; Barnes, Naomi; Riley, Tasha; Monk, Sue; Low-Choy, Samantha
Titel	Coming to Know Collectively: A Gothic Tale of Method, Metaphor and Madness in the Academy
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 10, S.1089-1102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lennon, Sherilyn) ORCID (Barnes, Naomi) ORCID (Riley, Tasha) ORCID (Low-Choy, Samantha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1717664
Schlagwörter	Educational Research; Epistemology; Inquiry; Innovation; Communities of Practice; Feminism; Postmodernism + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Community; Feminismus; Postmoderne
Abstract	This experimental article provides an immanent alternative to the neo-positivist outcomes-driven turn currently cannibalising the Academy. It offers a stitched together, multiphrenic creature, formed in darkness, gore and toil; a co-generative performance embodying "coming-to-know" as a process of creative co-inquiry. It writes into existence an ungainly and seductive creature who is the "speciation" of a curious collective who met regularly to explore new and experimental ways of performing educational research. Our creature is a response to post-qualitative challenges for invention and re-invention. So we invent! And you, dear reader, are invited to participate in our grizzly performance. The following ethnodrama lays bare our skin in a gothic theatre where the individuated self is dismembered and restitched in order that "coming-to-know" might be understood as a collective and ongoing performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01