A Diffractive and Decolonising Reading Methodology for Education Research

Autor/in	Bellingham, Robin A.
Titel	A Diffractive and Decolonising Reading Methodology for Education Research
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 3-4, S.375-387 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellingham, Robin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.24
Schlagwörter	Decolonization; Educational Research; Reading Instruction; Teaching Methods; Teacher Education; Educational Policy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Dekolonisation; Entkolonialisierung; Bildungsforschung; Pädagogische Forschung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Ausland; Australien
Abstract	For white settler researchers aiming to contribute to the work of decolonising education, actively seeking ways to disturb and destabilise long-held onto-epistemological assumptions associated with colonial modernity is important. In this article I investigate how these disturbances might occur in a diffractive and decolonising reading methodology. I outline two prior diffractive reading experiences that drew on decolonial theory and Barad's diffraction theory: A situated inquiry of the Great Barrier Reef as a pedagogical agent; and a reading of Australian teacher education policy through military imaginaries. In this article I read these prior diffractive reading experiences through one another, attending to further methodological patterns. I identify two connected methods of defamiliarisation that are generative for destabilising colonising ways of knowing, norms and thinking in education. These are: Bringing ostensibly different phenomena together in diffractive relations with one another; and reading difference in the spirit of companionship, that is, in an orientation to learning from difference rather than to master difference. I suggest that if education continues to rely on and wield the same modern critical tools that support colonial-capitalist systems it will be unable to recognise, address and reimagine the continued violence of these systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01