Participatory research with young people as ethico-aesthetic experimentation

Education and Social Research Institute, Manchester Metropolitan University, Birley Building, 53 Bonsall Street, M15 6GX, UK, tel +44 (0)161 247 2100, email [email protected]

08 Fall$

Monday 6th – Friday 10th July 2015

Summer Institute in Qualitative Research: Putting Theory to Work

Education and Social Research Institute Manchester Metropolitan University UK

Programme

Migration (detail) (Maskull Lasserre, maskulllasserre.com/)

Venue: The Business School, All Saints Campus, Oxford Road Manchester, M15 6BH

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CONTENTS page

Summer Institute in Qualitative Research 2 Keynote Speakers 3

Patricia Clough 3 Diane Reay 4

Elizabeth de Freitas 5 Patti Lather 6

Maggie MacLure 7 Yvette Solomon 8

Stephanie Springgay 9 Ken Gale and Jonathan Wyatt 10

Schedule 11

Monday 6 July 11

Tuesday 7 July 12 Wednesday 8 July 13 Thursday 9 July 14 Friday 10 July 15 Delegate-led Sessions: Schedule and Abstracts 16 Workshops: Schedule and Abstracts 26

Provocation, Improvisation: Encounters between art, sciences & qualitative research 32 Social Events 34

Plan of Business School 35

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Welcome to the 4th international Summer Institute!

We are delighted to welcome you to this, our fourth event. The Summer Institute in Qualitative Research is a special occasion. It offers a unique opportunity for researchers from all over the world, and many disciplines to meet, learn and talk about ‘theory’ - with one another, and with leading scholars and experienced researchers who use theory in their own work.

It’s a full schedule. It’s demanding. And we know from experience that it will be tiring! But it is also interactive, sociable, and full of occasions for mutual support. So we are confident that it will be exciting and rewarding. And you may well make friends and meet like-minded people that you will still be corresponding with in years to come. Have a great week!

Rachel Holmes Summer Institute Curator

About the Summer Institute While courses on research methods abound, theory tends to receive less attention. And yet, without an understanding of how theory informs what counts as ‘data’, knowledge, identity, truth or action, our research may be driven by taken-for granted assumptions. The Summer Institute allows participants to pursue questions such as: • What are the current trends and the future directions in theoretical work? • How does theory engage with policy and practice? • How can I put theory to work in my own research? Structure of the Summer Institute The Institute is organised around the keynote sessions. Group discussions follow each keynote. A strand of workshops, 'Putting theory to work', runs throughout the week, where researchers describe the influence of a key thinker on their own research, and invite participants to pursue the implications for their own research. Some delegates have also taken the opportunity to lead short presentations on their own research. Keynotes and workshop leaders have been uploading data provocations to get conversations going … visit our Museum of Qualitative Data (http://museumofqualitativedata.info) The Summer Institute Team Administration: Trish Gladdis and Barbara Ashcroft SIQR Curator: Rachel Holmes Provocations, Improvisations SIQR: Rebecca Hartley & Rachel Holmes Virtual SIQR: James Duggan Social SIQR: Harriet Rowley Contact: [email protected]

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Education and Social Research Institute www.esri.mmu.ac.uk

Keynote Speakers

Ecstatic Corona: From Ethnography to Art Documentation For the past seven years, Patricia Clough has been returning to the place where she grew up in Corona Queens, NY. Her visits to Corona have resulted in the creation of a performance group who have created and perform a multimedia production called Ecstatic Corona. Focusing on the process of creating Ecstatic Corona, Clough addresses her own development from ethnographic researcher to critical theorist to co-producer of art documentation. Patricia Ticineto Clough is professor of Sociology and Women’s Studies at the Graduate Center and Queens College of the City University of New York. She also is in her third year of practicing as a psychoanalyst in training in New York City. Clough is author of Autoaffection: Unconscious Thought in the Age of Teletechnology (2000); Feminist Thought: Desire, Power and Academic Discourse (1994) and The End(s) of Ethnography: From Realism to Social Criticism (1998). She is editor of The Affective Turn: Theorizing the Social, (2007), with Craig Willse, editor of Beyond Biopolitics: Essays on the Governance of Life and Death (2011) and with Alan Frank and Steven Seidman, editor of Intimacies, A New World of Relational Life (2013). Clough’s work has drawn on theoretical traditions concerned with technology, affect, unconscious processes, timespace and political economy. More recently she has been creating performance pieces bringing together sound and images with theoretical and autobiographical discourses that also draw on ethnographic work in Corona Queens. Her forthcoming book is The End(s) of Measure.

Patricia Clough City University of New York

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Bridging Sociology and Psychoanalysis in Qualitative Analysis: Mixing Bourdieu and Psychoanalytical Approaches

Sociology and psychoanalysis should unite their strengths (but to do so they would need to overcome their prejudices against each other) to analyze the genesis of investment in a field of social relations. (Bourdieu, 2000:pp 198-199).

It is this fusion of psychoanalytic insights with sociological understandings that I suggest has the potential to be analytically generative. My own research focus is social inequalities, and in this paper I attempt to bring together Bourdieu and a range of psychoanalytic approaches in order to develop richer understandings of how, in particular, class inequalities are lived, felt, contested and accepted in contemporary Britain. The paper explores the potential of habitus to provide a window on the psychosocial. It works with a notion of psychosocial study as inquiry into the mutual constitution of the individual and the social relations within which they are enmeshed. At the same time it attempts to deepen and enrich notions of habitus. Although the strong focus on agency and structure has overshadowed the role of emotions and the emotional life of individuals within conceptualisations of habitus in Bourdieu’s work, the paper argue that there are strong links between the psychosocial and Bourdieu’s concept of habitus. Drawing on empirical data on the affective aspects of living in an unequal society, the paper seeks to develop a psychosocial understanding of habitus that allows for a better and richer understanding of how the exterior – wider social structures – are experienced and mediated by the interior, the psyche. Diane Reay is a Professor of Education in the Faculty of Education, University of Cambridge with particular interests in social justice issues in education, Pierre Bourdieu’s social theory, and cultural analyses of social class. For 25 years she has researched extensively in the areas of social class, gender and ethnicity across primary, secondary and post-compulsory stages of education. Her most recent book (with Gill Crozier and David James) is White Middle Class Identities and Urban Schooling (2011) Palgrave Press.

Diane Reay University of Cambridge

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Number sense, calculating matter, and immanence This presentation explores the implications of new materialist philosophies that re-assemble the quantitative with the qualitative. I focus on how human and non-human matter are newly commingled in current approaches to number sense. I discuss philosophies of immanence that decenter the phenomenological subject and relate this to recent neurocognitive research on number sense. I draw principally from the work of Gilles Deleuze, Claire Colebrook and Vicky Kirby. This paper asks: What is the role of number and calculation in a philosophy of immanence? My aim is to imagine a calculating matter and a non-human number sense, keeping in mind that this imaginary offers both an image of dystopic societies of control, but also vitalist openings onto new recombinant mixtures of number and matter. Elizabeth de Freitas is an Associate Professor at Adelphi University in the Ruth S. Ammon school of education, cross-appointed to the Adolescent Education Program and the Educational Technology Program. Her research spans the field of education and social inquiry, with particular focus on the role of theory and philosophy in research design and methodology. She has published extensively on cultural studies of mathematics and mathematics education, with recent interest in new materialist approaches to the study of teaching and learning. She is co-author of the book Mathematics and the body: Material entanglements in the classroom (Cambridge University Press, 2014) and co-editor of the book Opening the research text: Critical insights and in(ter)ventions into mathematics education (Springer Verlag, 2008). She is an associate editor of the journal Educational Studies in Mathematics. She has published over 50 articles and chapters on a range of educational topics such as teacher identity, narrative inquiry, classroom discourse, social semiotics, school architecture, critical pedagogy, curriculum studies and research methods. Recent publications include How theories of perception deploy the line: Reconfiguring students’ bodies through topo-philosophy (Educational Theory, 2014), The mathematical event: Mapping the axiomatic and problematic in school mathematics (Studies in Philosophy and Education, 2013), The classroom as!rhizome:!New!strategies!for!diagramming!knotted!interactions!(Qualitative!Inquiry,!2012),!What!were!you!thinking?!A!Deleuzian/Guattarian!analysis!of!communication!in!the!mathematics!classroom!(Educational!Philosophy!and!Theory,!2012).!!

Elizabeth de Freitas Adelphi University

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Emeritus Professor Patti Lather taught qualitative research, feminist methodology and gender and education at Ohio State University from 1988-2014. She is the author of four books, Getting Smart: Feminist Research and Pedagogy With/in the Postmodern (1991 Critics Choice Award), Troubling the Angels: Women Living with HIV/AIDS, co-authored with Chris Smithies (1998 CHOICE Outstanding Academic Title), Getting Lost: Feminist Efforts Toward a Double(d) Science (2008 Critics Choice Award) and Engaging (Social) Science: Policy from the Side of the Messy (2010, 2011 Critics Choice Award). Patti has lectured widely in international and national contexts and held a number of distinguished visiting lectureships. Her work examines various (post)critical, feminist, and poststructural theories, most recently with a focus on the implications for qualitative inquiry of the call for scientifically-based research in education.

Patti Lather Emeritus Professor, The Ohio State University

Against Proper Objects: Toward the Diversely Qualitative This paper looks at the present conjuncture of qualitative research via a genealogy of how I have looked at it over the years. It begins with a memoir of what ushered me into my own thinking, presents various mappings of the field and concludes with a meditation on what the post-qualitative might be made to mean. Its particular interests are to make intelligible our own framings, to challenge the idealizations of the Enlightenment subject and to rethink praxis by unpacking the methodology of a variety of empirical projects. Its goal is to do so in a way that foregrounds the proliferations, migrations, and circulations of what is always on the move in a way that takes incommensurability seriously.

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Maggie MacLure Manchester Metropolitan University

Prodigious performances, posthuman subjectivities: viral videos of young children imitating adult performers I!explore!the!question!of!post8human!subjectivities!through!a!focus!on!viral!videos of young children!�imitating�!popular musicians and singers.!The affective power of these child performances is evident in both in their mass appeal, and in anxious responses that associate them with animals, machines and monsters - parrots, puppets, automata. Such responses point to the more-than-human affinities that precede and accompany the �autonomous�!human subject. The �powerful body�!of the prodigious child (de Mink, 2011) challenges the binary architecture of humanist prerogative: adult/child, nature/culture, imitation/creativity, fake/authentic, originality/reproduction, innocence/corruption. I!ask!who/what!speaks!in!and!through!these!imitative!performances,!and!suggest!that!they are not degraded, failed or �empty�!performance of the less-than-human, but the expression of affective capacities that are always already more-than-human. Maggie MacLure is Professor of Education in the Education and Social Research Institute (ESRI) at MMU. She leads the Theory and Methodology Research Group in ESRI. Her most recent research projects have centred on early childhood education, and the issue of 'behaviour' in school. Maggie is the founder and director of the Summer Institute in Qualitative Research. Her book, Discourse in Educational and Social Research, won the Critics' Choice Award from the American Educational Studies Association.

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Yvette Solomon Manchester Metropolitan University

Storying the self in forbidden spaces: using Holland and Bakhtin to explore identity and agency Much of my research has focussed on understanding how the apparent ‘masculinity’ of mathematics excludes women, and the ways in which some women nonetheless occupy this forbidden space. Some have argued that they must do ‘identity work’ in order to achieve what is often an uneasy presence, while others have commented on the protective function of invisibility. In this paper I discuss the theoretical and methodological issues in exploring identity and agency within women’s narratives of choosing and doing mathematics. Taking as my starting point Mikhail Bakhtin’s emphasis on the dialogic space between interlocutors, I will illustrate how an awareness of the addressivity and otherness of utterances, and of the role of genre and heteroglossia in self-authoring, can be used in interview analysis to gain insight into women’s narratives of self as mathematicians and mathematics learners. Emphasising the production of identity in practice, I will draw on Dorothy Holland’s work on hybridity and worldmaking to examine how we might then understand agency and challenge in the established world of mathematics. Yvette Solomon is Professor of Education at Manchester Metropolitan University. She has a background in psychology and mathematics and a PhD in educational research. Previously Research Psychologist at the Trust for the Study of Adolescence in Brighton, she was Reader in Educational Research at Lancaster University before moving to her current post. She has a long-standing research profile focusing on the experience of learning mathematics and the development of relationships with mathematics from primary schooling to undergraduate study. Her work concerns access to mathematical literacy and participation in STEM education in general, with a particular focus on theorising gender and identity in mathematics. Current projects include research on the impact of Realistic Mathematics Education on post-16 GCSE re-sit students' achievement and engagement, with colleagues in the Faculty of Education at MMU; and on the development of mathematics teacher identities, with colleagues at Oslo and Akershus University College of Applied Sciences, where she holds the position of Professor II.

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Propositions of Activation for Research in Education

Disciplinary models of research shape knowledge as static, fixed and organized according to pre-formed categories, where the conditions of research are posited before the exploration or experimentation. This results in “stultifying its potential and relegating it to that which already fits within pre-existing schemata of knowledge” (Manning, 2014, p. 4). We must, Manning contends, find ways of activating thought that is experienced rather than known, and where experience accounts for ‘more than human’ encounters. If research is to loosen its ties to humanist orientations it needs to untether itself from pre-programmed methods and consider techniques that are immanent to its own research design, disrupting the idea that the human/self exists prior to the act of research. I borrow the concept of ‘techniques’ from Erin Manning who describes techniques as a thinking-in-movement. Techniques are ways of engaging and expressing activities, such as research. They are not tools or methods by which research is defined. Techniques are processual; they are emergent and they constantly reinvent themselves. Entering into the diverse conversation about new materialism, posthumanism and Deleuzian methodologies this paper will put forth propositions of activation in order to bring matter to the forefront of educational research. In doing so I will examine a multi-site school-based research project. Stephanie Springgay is an Associate Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto. Her research focuses on the intersections between contemporary art and pedagogy, with a particular interest in theories of matter, movement and affect. Her most recent research-creation projects are documented at www.thepedagogicalimpulse.com, www.walkinglab.org and www.artistsoupkitchen.com. She has published widely in academic journals and is the co-editor of the book M/othering a Bodied Curriculum: Emplacement, Desire, Affect University of Toronto Press, with Debra Freedman; co-editor of Curriculum and the Cultural Body, Peter Lang with Debra Freedman; and author of Body Knowledge and Curriculum: Pedagogies of Touch in Youth and Visual Culture, Peter Lang.

Stephanie Springgay University of Toronto

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Jonathan Wyatt University of Edinburgh

Working at the Wonder: Collaborative Writing as Method of Inquiry For ten years, both together and with others, we have been inquiring into, with and through collaborative writing. From the outset we have been enchanted by Deleuze, drawn by the disruptive, creative, revolutionary world he and his collaborators offer us; and in more recent years, we have been captivated by posthumanism and its affirmation, echoing and extension of, Deleuzian theorizing as practice. We’ve wondered, with Deleuze, Barad, St. Pierre, Jackson and Mazzei and many others: where can collaborative writing take us? What will we find? What will we create? How does collaborative writing take us somewhere different? How do we take collaborative writing differently? What do we mean by the terms that trip so easily from our lips and fingers as we write, those easy, everyday signifiers such as ‘we’ and ‘I’? What do they mean to us? We wonder about the ‘we’ that purports to ask these questions. As an approach to inquiry, collaborative writing is entangled, intertwined and enmeshed. In seeing it as constantly processual, it is always changing, contested and open to problematisation within the context of post-qualitative inquiry. In this keynote address we wish, through collaborative writing as inquiry, to push at collaborative writing, to take it to task, to hold it up for examination, and to wonder. Yes, we will wonder, with each other, with Deleuze, and with our use of multiple forms of posthumanist theorising in mind: what is im/possible?

Ken Gale Plymouth University

Ken Gale works in the Institute of Education at Plymouth University, has published widely and presented at a number of international conferences on the philosophy of education and in particular, with a focus upon posthuman and poststructural approaches to education practices. With Jonathan Wyatt, he has recently edited journal Special Editions on collaborative writing for the International Review of Qualitative Research and on collaborative writing as a method of inquiry for Cultural Studies=Critical Methodologies.

Jonathan Wyatt is Senior Lecturer and Director of Counselling & Psychotherapy at The University of

Edinburgh. His research examines the entanglement of self and other within and beyond the therapeutic

encounter; and it troubles what we mean by ‘self’ and ‘other’. He undertakes this research through

autoethnography (or, better, 'assemblage/ethnography'), collaborative writing as inquiry and, latterly, through

bringing these together with dance/movement, performance and film.

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11.00 Registration, Exhibition Atrium, Business School Exhibition Atrium Tea and coffee 12.45 Welcome to the Summer Institute Lecture Theatre G36 Rachel Holmes, Manchester Metropolitan University 1.00 Plenary Keynote 1 Lecture Theatre G36

Patti Lather Emeritus Professor, The Ohio State University "Against Proper Objects: Toward the Diversely Qualitative”

2.00 Follow-up response/provocation in small groups (breakout rooms) 3.00 Tea and coffee break 3.30 Plenary Keynote 2 Lecture Theatre G36

Ken Gale Plymouth University and Jonathan Wyatt University of Edinburgh "Working at the Wonder: Collaborative Writing as Method of Inquiry"

4.30 Follow-up response/provocation in small groups (breakout rooms) 5.30 Wine Reception until 7pm The School of Art, 4th Floor

Monday 6 July

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9.00 Plenary Keynote 3 Lecture Theatre G36 Diane Reay University of Cambridge

"Bridging Sociology and Psychoanalysis in Qualitative Analysis: Mixing Bourdieu and Psychoanalytical Approaches"

10.00 Follow-up response/provocation in small groups (breakout rooms) 11.00 Tea and coffee break 11.30 Parallel sessions (breakout rooms)

Putting Theory to Work Workshops (Numbers restricted to 20, by sign-up sheet)

Putting ghosts to work: Attuning to social hauntings 4.03 Geoff Bright, MMU The psychoanalytic object 4.04 Karen Charman, Victoria Univeristy Deleuze & Guattari at work 4.05 Ken Gale (Plymouth University), Jonathan Wyatt (The University of Edinburgh), Josie Gabi (MMU), Linda Knight (Queensland University of Technology), Eileen Honan (University of Queensland), Mary Dixon (Deakin University) and Susanne Ganon (University of Western Syndney) Delegate-led sessions (see session schedule p 16 for details)

12.30 Lunch, Exhibition Atrium 1.30 Plenary Keynote 4 Lecture Theatre G36 Yvette Solomon Manchester Metropolitan University

“Storying the self in forbidden spaces: using Holland and Bakhtin to explore identity and agency" 2.30 Follow-up response/provocation in small groups (breakout rooms) 3.30 Tea and coffee break 4.00 Parallel sessions (breakout rooms)

Putting Theory to Work Workshops (Numbers restricted to 20, by sign-up sheet) From Lacan to Barad: the body and material entanglements 4.03 Margaret Somerville (University of Western Sydney) & Sue Collins (Monash University) Posthuman Research: Novel configurations, new performativities, and 4.04 the posthuman shimmer Ruth Hubbard, MMU

Delegate-led sessions (see session schedule p 16 for details)

5.00 End of day - Please refer to social events calendar (page 34)

Tuesday 7 July

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9.00 Plenary Keynote 5 Lecture Theatre G36 Patricia Clough City University of New York "Ecstatic Corona: From Ethnography to Art Documentation"

10.00 Follow-up response/provocation in small groups (breakout rooms) 11.00 Tea and coffee break Provocations, Improvisations: Encounters between Art, Sciences & Qualitative Research (See page 32 for full details of the provocation, improvisation events)

Venue ! Lecture Theatre

Atrium Seminar Room 1 Time " Far end Middle Under stairs 11:30 The Pregnant

Box (talk) 11:30 - 12:15

The Pregnant

Box (screens)

All day

Make Space/Create

All day

11:45 12:00 12:15 12:30

Lunc

h

The Graphic Novel

12:30 - 13:30 12:45 qu/al/ant/ify

12:45 - 13:30 13:00 13:15 13:30 13:45 14:00

Moving with Affective

Methodologies 14:00 - 17:00

14:15 14:30 Pop

Research Methodology 14:30 - 15:30

14:45 15:00 15:15 15:30 15:45 16:00

Mixed Cultures

16:00 - 17:30

Staging Your Research

16:00 - 17:30

16:15 16:30 16:45 17:00 17:15 17:30 Alchemy /

Schmalchemy 17:30 - 18:30

17:45 18:00 18:15 7.00 End of day – Please refer to social events calendar (page 34)

Wednesday 8 July

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9.00 Plenary Keynote 6 Lecture Theatre G36

Stephanie Springgay University of Toronto "Propositions of Activation for Research in Education"


Putting Theory to Work Workshops (Numbers restricted to 20, by sign-up sheet) Listening theories, listening practices 4.03 Michael Gallagher, MMU

Putting Barad to Work: entanglements with data 4.04 Mary Dixon, Deakin University

A voice that skins the body: Lacan and the misdemeanours of language 4.05 Alexandre Pais, MMU

Delegate-led sessions (see session schedule p 16 for details) 12.30 Lunch, Exhibition Atrium 1.30 Plenary Keynote 7 Lecture Theatre G36

Elizabeth de Freitas Adelphi University "Alternative ontologies of number and measure in qualitative research"


Putting Theory to Work Workshops (Numbers restricted to 20, by sign-up sheet) Putting Bakhtin to work: insights from a focus on voice 4.03 Yvette Solomon, MMU

Foucault Foucault Foucault 4.04 Patti Lather, The Ohio State University

Utopia: Social Theory and Design Fictions in Everyday Communities 4.05 James Duggan, MMU

Delegate-led session (see session schedule p 16 for details)

5.00 End of day – Please refer to social events calendar (page 34)

Thursday 9 July

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9.00 Plenary Keynote 8 Lecture Theatre G36

Maggie MacLure Manchester Metropolitan University "Prodigious performances, posthuman subjectivities: viral videos of young children imitating adult performers"

10.00 Follow-up response/provocation in small groups 11.00 Tea and coffee break 11.30 Closing plenary Lecture Theatre G36

Followed by review and evaluation of the Summer Institute 2015

12.30 Close

Friday 10 July

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Delegate-led Sessions: Schedule Tuesday 7th July (11.30-12.30) Room 4.06 An Operatic Voice Catherine Conlon/Patti Lather/Tanya Long, Trinity College Dublin It looks like my gran’s house: an exploration of ‘thing power’ Helen Bowstead and Christie Pritchard, Plymouth University Nietzschean Entanglements Sarah E. Truman, University of Toronto Tuesday 7th July (11.30-12.30) Room 4.07 How do young people make meaning of their experiences before, during and after a short-term international volunteer excursion in Sub-Saharan Africa? A Dramaturgical Perspective Kaylan Schwarz, University of Cambridge Acting out: rhizovocality in post-graduate supervision practices; An ethno-drama in 3 parts Amanda French and Alex Kendall, Birmingham City University Experimenting with Data and Analysis in Researching the Writing Practices of Student Teachers Michaela Jane Harrison, MMU Tuesday 7th July (4.00-5.00) Room 4.06 On Language and its Meaning: Indian Theories Ashima Shrawan, Gurukul Kangri University The Public Perception of Reassurance Policing. A Critical Narrative Analysis of Individual’s Experiences with the Police George Peat, University of Huddersfield Constructing a dialogic teacher's identity: a case study exploring the impact of community of practice Mansour Alanazi, University of Manchester Tuesday 7th July (4.00-5.00) Room 4.07 Taking Movement, Connectivity and Change Seriously: Thinking through Rhizoanalyses Carina Hermansson, Umeå University Symbolic Violence, Gift and Habitus in adult literacy work in Guatemala Marta Paluch The Public Perception of Reassurance Policing. A Critical Narrative Analysis of Individual’s Experiences with the Police George Peat, University of Huddersfield, UK

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Thursday 9th July (11.30-12.30) Room 4.06 Aesthetic Reflexivities: The Politics of Transforming Epistemologies in Creative Research and Arts Practices Alice Feldman, University College Dublin The (Re)presentation and Extension of Art as Research through Metaphor Poster presentation John Rae, Charles Sturt University Considering qualitative research in the contemporary visual arts environment: ethnography, case study, and grounded theory Rebecca Hartley, MIRIAD, MMU Thursday 9th July (11.30-12.30) Room 4.07 Participatory processes with young people: exploring sexual consent Elsie Whittington, University of Sussex Participatory research with young people as ethico-aesthetic experimentation Eve Mayes, University of Sydney Data as constant becomings: Performance that constructs territories of and/or for early childhood leadership? Louise Thomas, Australian Catholic University Thursday 9th July (4.00-5.00) Room 4.06 ‘Thinking With’ Vulnerability and Resistance As A Dynamic of the Research/Researcher Process Rebecca Webb and colleagues, University of Sussex Thursday 9th July (4.00-5.00) Room 4.07 The human and the non-human classroom observer entangled: Thinking with 360°-negative ethnographic agencies post-qualitatively Päivi Jokinen, University of Oulu Working with the concept of assemblage as the basis for (re) thinking pedagogical approaches in the professional formation of youth and community workers as informal educators Christine Smith, University of St Mark & St John How are you? - Lingering in the spontaneous narration with children - poster Susanna Kinnunen, University of Oulu

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Delegate-led Sessions: Abstracts Catherine Conlon/Patti Lather/Tanya Long Trinity College Dublin, Ireland An Operatic Voice Lather argues that the “post” move entails a shift from an epistemology of human consciousness to a focus on the limits of our knowing and asks what voice looks like under these conditions. Conlon’s research with women concealing pregnancy positions voice as one constituent in a co-constitutive intra-actionist ontology placing voice between ‘in trouble’ and ‘of use’. Engaging with Creative Arts Practice Conlon’s collaboration with composer Dr Evangelia Rigaki (Trinity College Dublin) and poet Prof Herbert (Newcastle University) to translate women’s concealing pregnancy narratives into miniature Opera’s performed in a confession box develops this critique. Tanya Long (Texas State University) as Opera practitioner considers how as narrative moves toward performance, the singer is positioned in the space between – the space where past and “post” co-exist. In this session Lather, Conlon and Long will discuss Opera as a medium through which to consider the place of ‘voice’ in qualitative research. Helen Bowstead and Christie Pritchard Plymouth University, UK It looks like my gran’s house: an exploration of ‘thing power’ The political project of the Writing Café is to create a communal space where staff and students can talk and write together, thereby helping to challenge notions of ‘novice’ and ‘expert’ and to re-frame what it means to ‘write in the disciplines’. Drawing on Jane Bennett’s notion of ‘thing power’, this session will explore the potential for alternative learning spaces to “encourage a more intelligent and sustainable engagement with vibrant matter and lively things” (Bennett, 2010:viii). We will show how interacting with the ‘nostalgic’ artefacts that have (mysteriously) found their way into the Writing Café has fostered critical dialogue around the processes of knowledge production, and delegates will be asked to consider the ways in which the ‘post-human’ can encourage an engagement with collaborative writing pedagogies and reframe ‘traditional’ (academic) writing practices “in terms of change, flows, mobilities, multiplicities, assemblages, materialities and processes” (Taylor and Ivinson, 2013: 667). Sarah E. Truman University of Toronto, Canada Nietzschean Entanglements Intratextual Entanglements is a collaborative text/art book/philosophy “research-creation” project I co-ordinated between 33 artists and theorists in 2014-2015 (Manning and Massumi, 2014). The ‘base text’ of the project was assembled from two of Friedrich Nietzsche’s books: Ecce Homo, and The Joyful Wisdom (Gay Science). The text was sent to each of the participants to entangle with using whichever manner, form, or ‘material’ they chose. The entangled texts were then sent on to other participants for further artistic and marginal

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entanglements. The aim of my project was to explore, from a new materialist perspective, how diffractive and material readings/writings not only affect a text’s meaning but produce new meanings and a new ‘text’ with each encounter. The texts began as words printed on pieces of paper, yet many of them have transformed into different media. My challenge currently is how not to fall back into symptomatic reading, analysis and coding of the various texts; I’m considering whether a non-representational approach is a suitable way forward with this project. Kaylan Schwarz University of Cambridge, UK How do young people make meaning of their experiences before, during and after a short-term international volunteer excursion in Sub-Saharan Africa? A Dramaturgical Perspective My thesis explores how undergraduate students in the United Kingdom make meaning of their experiences before, during and after a short-term volunteer excursion in Kenya. Through an analysis of verbal and visual text (semi-structured interviews and photographic content posted to Facebook), I seek to understand how participants ‘story’ this unique life episode over time, as well as what types of identities they labour to uphold and outwardly project. Specifically, I investigate the performative function of narrative, under the assumption that individuals use story to envision themselves as particular sorts of people, and to communicate (self-enhancing) impressions to others. This aspect of my work is informed by the dramaturgical lens proposed by American sociologist Erving Goffman (1959). In this framework, social interactions are likened to stage productions, wherein individuals (viewed as actors) strive to create certain appearances for others (the audience), in line with what might be expected of their ‘character.’ Amanda French and Alex Kendall Birmingham City University, UK Acting out: rhizovocality in post-graduate supervision practices; An ethno-drama in 3 parts This joint paper explores how our attempts at post graduate supervision practices and post-qualitative pedagogies encouraged us to use new forms of subjectivity and non-representational methodologies, which may pose a risk as they challenge dominant research discourses in the academy. We suggest moreover that doctoral supervision should enable and encourage students and supervisors to shapeshift and cross disciplinary boundaries, moreover we explore the idea that the different writing and professional selves produced through the supervision process are not always what anyone could anticipate. As supervisor and supervisee we perform our experiences of doctoral work in personal and emotional terms interwoven with some recorded extracts from an academic paper we have written about the performance. This reworking of the original ethno-drama material offers another voice on the subject, still our own but remade and re-presented for a different audience.

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Michaela Jane Harrison Manchester Metropolitan University, UK Experimenting with Data and Analysis in Researching the Writing Practices of Student Teachers Drawing on data generated as part of a wider study examining the potential of writing as a tool for learning for undergraduate student teachers, I will present ‘research outcomes’ in ways that challenge and disrupt commonplace notions of both data and analysis. In an attempt to write against the grain of normalised qualitative research practice and to experiment with alternative encounters with data/analysis, I have created “data” (Koro-Ljungberg and MacLure, 2013) in the form of a play script. The play script writes into being two key Deleuzo-Guattarian principles - the critique of the self-conscious “I” and desire. In doing so, I contemplate the process of writing for student teachers; its potential as well as in what, who and where it might be constituted. The “data” constitutes a reimagining of the relationship, and the distinction between, data and analysis. Ashima Shrawan Gurukul Kangri University, India On Language and its Meaning: Indian Theories In the recent decades, there has been a marked awareness about the language of literature and its meaning in modern literary theories like Formalism, New criticism, Structuralism and Post Structuralism. It is remarkable to note that Indian (Sanskrit) poetics (2nd century B.C. to 15th century) is also one continued attempt to examine the language of literature and its meaning directly / indirectly from the standpoints of rasa (aesthetic pleasure), alaṁkāra (poetic figure), rīti (phrasal organization), dhvani (suggestion), vakrokti (oblique expression) and aucitya (propriety). Here Dhvani (suggestion), vakrokti (oblique expression) are two important theories which directly and exclusively deal with the language of literature and its meaning. The present study seeks to explore how Anandavardhana’s theory of dhvani (9th century) and Kuntaka’s theory of vakrokti (10th century) deal with the language of literature and its meaning and how they can be put to work. Mansour Alanazi University of Manchester, UK Constructing a dialogic teacher's identity: a case study exploring the impact of community of practice Drawing on recent developments in dialogic approaches to learning and teaching mathematics, My PhD study investigates how Saudi mathematics teachers develop their understanding of classroom dialogue through a professional development process in mathematics teaching. The nature of this study is qualitative. It involved an embedded case study focusing on a teacher development programme (TDP) for three Saudi primary mathematics teachers in relation to their use of dialogic teaching. This research draws upon the community of practice theory (Wenger 1998). The analysis of data shows how the three math teachers’ identities have been developed through their participations within the emergent community of practice. This paper

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will show evidence of the emergence of new professional identities for two teachers as a certain kind of reflective practitioners in relation to dialogic teaching. Carina Hermansson Umeå University, Sweden Taking Movement, Connectivity and Change Seriously: Thinking through Rhizoanalyses This presentation explores and discusses the reporting of data when taking movement, connectivity and change seriously. Empirically, the presentation takes its point of departure in a study on children’s text-making practices in two Swedish early childhood classrooms. Theoretically, the research takes its starting point in the assumption that processes of writing are a result of in which ways various elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. Taking a focus on how processes of writing are constituted in the writing event and what writings offers potentials for, I explore methodology differently by thinking through rhizoanalysis. Following from doing rhizoanalysis, I introduce the concept of Nomadic Writing by exploring how forces, flows and fluxes are actualized in a specific space and time. At the core of a discussion about implications is a wish for new thinking in reporting qualitative research by taking movement, connectivity and change seriously. Marta Paluch University of Sussex, UK Exploring Professional Development with Adult Literacy Facilitators in Guatemala I have been working intermittently with a municipal adult literacy programme in the Western Highlands of Guatemala since 2011. Formal research for my PhD started in 2013. The research methodology is based on an ongoing collaboration and dialogue with adult literacy facilitators (ALFs) working for the municipal programme. The proposed presentation reports on work over two years with “Elisa”, one of the ALFs. I have used Bourdieu’s conceptual tools of habitus and symbolic violence and Allan Luke’s interpretation of Bourdieu’s work on gift to make sense of this experience. I have recently shared this interpretation with Elisa. I would welcome critical feedback on my work and the chance to explore other possible ways of theorising my data. George Peat University of Huddersfield, UK The Public Perception of Reassurance Policing. A Critical Narrative Analysis of Individual’s Experiences with the Police The topic explores the way that an individual’s experiences throughout their lifelong narrative influence the opinions and thoughts they have in relation to policing, and how such opinions and thoughts change throughout time. Furthermore, it considers how legislative and governmental changes throughout time relating to policing have possibly influenced the experiences of individuals and therefore the thoughts and opinions they present. In addition, sociological and psychological theory is also explored within the topic with the work of those such as Bandura highlighted and discussed with relevance. Finally, the topic is supported

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through a Critical Narrative Analysis methodology that allows for the illumination of individuals stories and narratives relating to policing, and in doing so places the methodology in a field of study that it had not been used in before. Alice Feldman

University College Dublin, Ireland

Aesthetic Reflexivities: The Politics of Transforming Epistemologies in Creative Research and Arts Practices The cross-fertilisation of arts and research practices is advancing praxes of creative expression and sentient engagement to subvert and transform formations of othering, marginalisation and oppression through the galvanisation of imagination and diversality. Yet these confluences deepen rather than ‘resolve’ such longstanding dilemmas as: the politics of voice, translation, interpretation, and representation; of positionalities, author-ity and ownership; and of tensions between process and product. Art critics argue that such ‘ethical’ considerations constrain the autonomy of the artist, sacrificing aesthetics at the altar of ‘the community’. In the explosion of arts-based/informed research, there is a sense that, for many, this is more about circumventing epistemological politics, rather than transforming knowledge production. To begin mapping the critical coordinates of this dialogue, I reflect on the ‘ethical encounters’ (Ahmed 2000) arising in Placing Voices, Voicing Places, an interdisciplinary project on diverse, subaltern ‘heritages’ involving commissioned artists, socially engaged arts-practitioners, and arts-based research. John Rae

Charles Sturt University, Australia

The (Re)presentation and Extension of Art as Research through Metaphor This poster will illustrate how art and metaphor can be used together as a useful device for thinking differently and generating new understandings in research. Drawing on my doctoral work on ‘creativity’, I will illuminate the links between an initial painting called ‘Sea of Creativity’, a metaphor that emerged from my reflection on that artwork, and what eventually turned out to be a novel conceptualisation of organisational creativity. The poster will connect this experience – or research method − with Margaret Somerville’s (2007) notion of ‘postmodern emergence’ and Paul Carter’s (2004) work on ‘material thinking’.

Rebecca Hartley, MIRIAD, MMU, UK Considering qualitative research in the contemporary visual arts environment: ethnography, case study, and grounded theory This doctoral research is a partnership between Manchester School of ART (MIRIAD) and Castlefield Gallery. Industry-based, it blends ethnography, case study, and grounded theory in order to contribute to the understanding of what it is that small contemporary visual arts organisations practice and contribute. . In particular, it notes the ill-fitting use of metrics such as audience numbers and revenue from ticket and/or café sales (Thelwall, 2011). Contextualised by loaded terminology such as ‘arts ecology’ and ‘public investment’, the

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current environment of evaluation for small contemporary visual arts organisations lends itself to reflecting only part of the work they do. This research aims to contribute to the recent discussion around the way contemporary visual arts organisations are evaluated by generating a wealth of qualitative insights. Insights that highlight some of the unquantifiable work a small contemporary visual arts organisation, Castlefield Gallery, practices, and the ways in which they add value. Elsie Whittington University of Sussex, UK Participatory processes with young people: exploring sexual consent My research aims to develop and broader understanding of sexual consent, specifically how young people think about, navigate and enact consent in their everyday sexual lives. I am partnered with Brook, the Uk’s largest sexual health charity, and am exploring how their structures for youth participation enable young people to critically engage with the quality and content of the services and education provided, through the topic of consent. Combining my youth work experience and participatory research principles this research aims to co-produce an account of sexual consent and negotiation that is rooted in young people’s experiences and understandings. I am currently developing visual and creative methods for recognising the body, and articulating embodied experiences of consent in participatory work with young people. Eve Mayes University of Sydney, Australia Participatory research with young people as ethico-aesthetic experimentation Participatory research with young people might be re-conceptualised as ethico-aesthetic experimentation (Guattari, 1995). Such an approach unthreads the discursive and affective constraints, contradictions and pressures of voice (cf. Jackson, 2003; MacLure, 2009), as well as the creation of new collective subjectivities in participatory research. This presentation will briefly review poststructural critiques of voice, power/ knowledge and subjectivication in participatory research, before considering how the concepts of Deleuze and Guattari might shift the questions asked by participatory researchers about particular methodological impasses. Examining particular participatory research encounters when there were blockages, leaks and tears in co-theorising ‘student voice’ in a low socioeconomic school reform process, connections are made to other economic, historical, political and social forces and struggles (Albrecht-Crane & Slack, 2007; Mulcahy, 2012). This process of transversal connection is a “political and social psychoanalysis” that explores “unconscious libidinal investment[s] of sociohistorical production” (Deleuze & Guattari, 1983, p. 98).

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Louise Thomas Australian Catholic University, Australia Data as constant becomings: Performance that constructs territories of and/or for early childhood leadership? First there were data and then there was what I was able to do/think because of (or despite) my interactions with data, and then there was my thinking/writing from data because of others’ thinking about (and challenging) concepts of data and what can be done with and to data (or not). So are data constant becomings – continual thinking/unthinking and continual doing/undoing? – a ‘present’ always already absent? (Jackson & Mazzei, 2012). Does thinking with ‘always already absent data’ create new data? What is it that my thinking/unthinking with data creates? Points of discussion from my constantly becoming data: • ways that early childhood (ec) educators work to construct identities – identities as leader, • ways they are worked on to construct such identities, • the expectation that this construction is done, • that ‘the doing’ (or the performance) – constructs particular territories of and for ec

leadership, and • that ec leadership identity is constructed through particular territories. Rebecca Webb and colleagues University of Sussex, UK ‘Thinking With’ Vulnerability and Resistance As A Dynamic of the Research/Researcher Process As are a group of five delegates from the Centre for Childhood and Youth Studies (CIRCY) in Education and Social Work (ESW) at the University of Sussex (UK). We would wish to frame our session by working/playing with the dual concepts of ‘vulnerability’ and ‘resistance’ taken from recent work of Judith Butler (2014), which we have enjoyed reading and discussing together. We would do this as a way of inviting in broader discussion from colleagues. We would think with vulnerability and resistance as performative in three ways: first, in relation to our own individual areas of research interest; second, as facets of our hybrid subjectivities as early career researchers; and third, as part of our perceived need to actively assert feminist thought/action to challenge contemporary, political discourse of the new paternalist, hard-nosed ‘normal’. Päivi Jokinen University of Oulu, Finland The human and the non-human classroom observer entangled: Thinking with 360°-negative ethnographic agencies post-qualitatively

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In a certain classroom ethnography project, two researchers were set to work together. The human observer would be interested in Deleuze-Guattarian lines of flight, multiplicities and constant becoming in literacy assemblages, embedded in non-representational onto-epistemology (Barad 2007), whereas the non-human observer would be interested in 360-degree video and multiple microphone audio recordings “in real life situations” and was promised to “capture everything”. Consequently, it was as though the multimodal observation and analysis system MORE had started producing a negative image in the eyes of the post-qualitatively oriented doctoral student. Instead of seeing either the human or the nonhuman ethnographer as superior to the other, the study explores the shared agency of this cyborgian ethnographic arrangement. What follows when both ethnographers are seen as equal participants in the classroom assemblage, practicing their own entangled agencies? What does this cooperation produce in terms of how literacies are conceptualized? Christine Smith University of St Mark & St John, UK Working with the concept of assemblage as the basis for (re) thinking pedagogical approaches in the professional formation of youth and community workers as informal educators This workshop invites participants to explore the assertion made by Jeffs and Spence (2008) that higher education offered to youth and community workers lacks cultural and intellectual breadth required to negotiate and navigate the complex arena in which practice is evolving. More broadly Braidotti (2013:12) theorises such a concern in relation to what she calls the post human challenge in a global era. She considers the role of the University in ‘empowering new generations as knowing subjects who can actively pursue alternative schemes of thought, knowledge and self- representation’ in ways that are attuned to the principles of social justice and orientated to the radical pursuit of freedom. Postgraduate education has been described as the ‘new frontier of widening participation’ (Hubble and Foster 2015:4) but what of its role in the professional formation of social professionals and in relation to this workshop more specifically youth and community workers as informal educators? Susanna Kinnunen University of Oulu, Finland This poster presents my Ph.D. study in which I explored the spontaneous narrative in-between spaces in and between the young children’s everyday life contexts. I considered how these spaces accommodated children’s being in relations in the light of holistic well-being. I applied the artistic, narrative and childhood research fields as a basis of my theoretical and methodological choices. I intersected the mesh of these three layers from my own children’s first calls to look at their “song of drawing” up to the writing process. While lingering in the narrative in-between spaces with children, their parents and teachers, and wondering with the material for years, I experienced many touching situations which directed to look at and continue the process forward differently. At the moment, I perceive the spontaneous narrative in-between spaces as enabling the aesthetic sensitivity, caring curiosity, multimodal co-narration and the growth of confidence in multiple children’s multiple relationships.

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Putting Theory to Work: Workshop Schedule Tuesday 7th July (11.30-12.30) Putting ghosts to work: Attuning to social hauntings Geoff Bright, ESRI, MMU The psychoanalytic object Karen Charman, Victoria Univeristy Deleuze & Guattari at work Ken Gale, Plymouth University Jonathan Wyatt, The University of Edinburgh Josie Gabi, MMU Linda Knight, Queensland University of Technology Eileen Honan, University of Queensland Mary Dixon, Deakin University Susanne Ganon, University of Western Syndney Tuesday 7th July (4.00-5.00) From Lacan to Barad: the body and material entanglements Margaret Somerville, University of Western Syndney Sue Collins, Monash University Posthuman Research: Novel configurations, new performativities, and the posthuman shimmer Ruth Hubbard, MMU Thursday 9th July (11.30-12.30) Rethinking listening: experimental music, Foucault, affect and the post-human Michael Gallagher, ESRI, MMU Putting Barad to Work: entanglements with data Mary Dixon, Deakin University A voice that skins the body: Lacan and the misdemeanours of language Alexandre Pais, ESRI, MMU Thursday 9th July (4-5pm) Putting Bakhtin to work: insights from a focus on voice Yvette Solomon, ESRI, MMU Foucault Foucault Foucault Patti Lather, The Ohio State University Utopia: Social Theory and Design Fictions in Everyday Communities James Duggan, ESRI, MMU Joseph Lindley, Lancaster University

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Putting Theory to Work: Workshop Abstracts Tuesday 7th July 2015 Putting ghosts to work: Attuning to social hauntings Geoff Bright, ESRI, MMU, UK In this session, Dr Geoff Bright will take up questions raised by his own ethnographic work and performance practice in deindustrialised and heritage communities. That work has given attention to how contested pasts remain present as ghosted, affective knowledges that are apprehended and transmitted through something “like a sixth sense” (Stewart, 2010). Drawing on his own work in the UK coalfields Geoff will discuss the work of three scholars - Avery Gordon, Kathleen Stewart and Raymond Williams - who have influenced the approach he is taking in two current UK Arts and Humanities Research Council funded projects. There will be a specific focus on Gordon’s remarkable 1997 Ghostly matters: Haunting and the sociological imagination. University of California-based Gordon has described how a social haunting is a socio-political-psychological state that “registers the harm inflicted or the loss sustained by a social violence done in the past or in the present” and is “one prevalent way in which modern systems of power make themselves known and their impacts felt in everyday life”. According to Gordon, social ghosts are “haunting reminders of lingering trouble” and notifications “that what’s been concealed is very much alive and present … and that something different from before, seems like it must be done” Evidence of their existence is, however, “often barely visible or highly symbolised”. In an explicit reference to Raymond Williams’ notion of a “structure of feeling” Gordon notes how a haunting is “a practical consciousness that is always more than a handling of fixed forms and units’ [and] describes just those “experiences to which the fixed forms do not speak at all, which…they do not recognise”. A social haunting therefore constitutes the limit case for social inquiry as conventionally conceived. As such, it requires a new approach to the social: one that is as much attuned to the felt as to the known. Gordon herself harnesses literature, history, social theory, visual art and psychoanalysis to develop a hybrid inter-disciplinary inquiry directed toward the “blind field” of social inquiry. Kathleen Stewart’s recent ficto-critical work on ‘ordinary affects’ and ‘atmospheric attunements’ (Stewart, 2007 and 2010) will also be discussed as a related and productive departure. References and suggested re-readings Gordon, A. 1997 (2008 ed), Ghostly matters: haunting and the sociological imagination, University of Minnesota Press, Minnesota (Readings: Introduction to new edition, and Section 5: There are crossroads) Stewart, K. 2007. Ordinary affects. Durham NC and London: Duke University Press. Stewart, K. 2010. Atmospheric attunements. In Rubric. 1-14. (Readings anything from the above and /or Stewart, K. 2005. Cultural poesis: The generativity of emergent things. In Denzin, N.K. and Lincoln, Y.S. (eds) 2005. The Sage handbook of qualitative research: Third edition. London and Thousand Oaks: Sage. 1027-1042; Stewart K. 2010. Worlding refrains. In Seigworth, Gregory.J. and Gregg, Melissa (eds) 2010. The affect theory reader. Durham NC and London: Duke University Press. 339-353). Williams, R. 1977. Structures of feeling. In Marxism and Literature. Oxford: OUP 128-135

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The psychoanalytic object Karen Charman, Victoria University, Australia This session will put psychoanalysis to work. What does psychoanalysis bring to our reading of pedagogical moments in and beyond formal educational settings? Drawing on the work of two psychoanalytic thinkers, Melanie Klein and Deborah Britzman, I will present on classroom based object work I have undertaken with secondary school and university students (see Charman: 2013 Cultural Studies Critical Methodologies 13(4) 252–256). I will offer an analysis of what these objects represent for students. Further I will present on curatorial work using other objects undertaken by students. Curatorial agency allows students the possibility of intervening and resisting what a given curriculum is demanding of them. Participants are encouraged to bring an object that has educational meaning for them. Rhizomatic Methodologies: Deleuze & Guattari at work Josie Gabi, MMU, UK Linda Knight, Queensland University of Technology, Australia Eileen Honan, University of Queensland, Australia Mary Dixon, Deakin University, Australia Susanne Ganon, University of Western Syndney, Australia Ken Gale, Plymouth University, UK Jonathan Wyatt, The University of Edinburgh, UK Through round table discussion and examples of research studies, panel members will explore how the theories and concepts of Deleuze, and Deleuze & Guattari are put to work in their art, education and other research practices. From Lacan to Barad: the body and material entanglements Margaret Somerville, University of Western Syndney, Australia Sue Collins, Monash University, Australia In this workshop we explore the theoretical trajectory from Freud and Lacanian psychoanalytic theory through feminist philosopher Elizabeth Grosz, to the new materialisms emerging from philosopher of physics, Karen Barad. Grosz’s theorizing of the relationship between the body and language culminates in Chaos Territory Art (Grosz, 2008), closely aligned with new materialism. The new materialist turn, however, has drawn heavily on Barad’s ‘entanglement’ of bodies and matter in Meeting the Universe Halfway (Barad, 2007). We explore the application of these ideas in dialogue, initially with each other and then with the participants. Margaret follows her research trajectory from her early writing in Body/landscape journals to recent explorations of material entanglements in young children’s intra-actions with the more-than-human world. Sue begins with the proposition that if familial relations provide the basis for the theorisation and practice of psychoanalytic theory, then materiality also provides the substance. We consider the implications of these theoretical trajectories for the relations between bodies, language, and materialities in an open dialogue with participants, proposing that generating new knowledge involves a creative process of

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renewal between theorist and researcher, drawing on our own experience of working together as writer and editor, supervisor and doctoral student. Suggested Readings Barad, K. (2003). ‘Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter’. Signs: Journal of Women in Culture and Society. Vol. 28(3), pp 801 – 831. Grosz, E. (1990). Jacques Lacan: A feminist introduction. Routledge: London (pages 30 – 41). Posthuman Research: Novel configurations, new performativities, and the posthuman Shimmer Ruth Hubbard, MMU, UK

If we had a keen vision and feeling of all ordinary human life, it would be like hearing the grass grow and the squirrel’s heart beat, and we should die of that roar which lies on the other side of silence. As it is, the quickest of us walk round well wadded with stupidity. (George Eliot, Middlemarch, cited in Braidotti, 2013, p.56)

Posthumanism is not a perspective, it simply shifts the territory from which ‘research’ emerges, and for what it does. In this workshop, we will examine the significance of Spinozan monism as productive for posthuman research practices. I will talk through methodological aspects of my own research about education/welfare professionals in England and policy/practice responses to child protection. These occur in a configuration that involves profound prescription and (re)inscription of humanist-bound selves in neo-liberalism. A posthuman orientation involves looking and feeling beyond Cartesian certainties to a posthuman ‘shimmer’ (which can also become George Eliot’s ‘roar’). This makes available new ‘bodies’ to become-an-experiment in managing relations in novel assemblage. I want to suggest that posthumanism has a powerful capacity for new meaning-making about what is going on, and what can become. Thursday 9th July 2015 Rethinking listening: experimental music, Foucault, affect and the post-human Michael Gallagher, MMU, UK The aim of the session is to challenge the notion, predominant in the social sciences, that listening is primarily about apprehending meaning. The workshop will begin with a simple listening exercise, using practices from environmental sound art. We will reflect on this experience as a group. Theories of listening will be introduced, drawing on experimental music, film theory and post-structuralism. I will suggest that listening is not only beneficent but also a means of exercising power, including in relation to children; that listening is not only hermeneutic but also affective, bodies being moved by vibration; that listening affords particular spatial sensibilities; and that listening is not only human, but can encompass the

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responsiveness of any kind of body encountering sound. We will consider the some of the methodological possibilities opened up by this expanded conception of listening. Putting Barad to Work: entanglements with data Mary Dixon, Deakin University, Australia For Barad (2007) matter is a substance in its intra active becoming…not a thing but a doing, a congealing of agency. This session will use Barad’s conceptualizations of intra-actions and entanglements in engaging with objects of schooling. I will draw on a recent research project located in a university teacher education course in which over 800 students were asked to assemble objects from their schooling lives to communicate their understanding of their own learning history. When thousands of learning objects were ‘collected’ researchers and students gingerly stepped between them. The students interrupted the objects with signs, words and arrows. The researchers and the students installed themselves in the ‘data’. The ‘data set’ merged, toppled, faltered. The objects, spaces, students, researchers, pasts and presents performed a learning history beyond the collected objects. My focus will be on how the entangled intra action of bodies and objects constitute an ongoing remaking of the world. A voice that skins the body: Lacan and the misdemeanours of language Alexandre Pais, ESRI, MMU, UK Lacan’s work has become a sine qua non in the theoretical humanities, but it also has a reputation for being among the most challenging. Some of this challenge has to do with the fact that Lacan’s thought developed over time, and he never wrote a magnum opus that contained the summation of his views. Instead, we are left with the transcriptions of Lacan’s seminars, which were conducted between the 1950s and 1970s, to witness the vitality of his thought first-hand. This workshop will explore some of the main concepts developed by Lacan throughout his career as a psychoanalyst, and the relevance of his theorisations to social and educational analysis. It will be organised around the discussion of examples from contemporary society (from cinema, arts and politics), and will provide participants with a glimpse of why and how Lacan’s theorisations might inform methodological approaches for today’s social and educational research. Putting Bakhtin to work: insights from a focus on voice Yvette Solomon, ESRI, MMU, UK “An essential (constitutive) marker of the utterance is its quality of being directed to someone, its addressivity. …the utterance has both an author…and an addressee. This addressee can be an immediate participant-interlocutor in an everyday dialogue…. And it can also be an indefinite, unconcretized other.... Both the composition and, particularly, the style of the utterance depend on those to whom the utterance is addressed, how the speaker (or writer) senses and imagines his addressees, and the force of their effect on the utterance.” (Bakhtin, Speech genres and other late essays, 1986, p. 95)

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For me, Bakhtin offers tools for analysis, which emphasise the interviewee as in dialogue with the interviewer, and indeed with absent others from the past, present and future. I find these tools particularly useful in understanding the contradictions of the self, and its potential for agency. In this workshop I will look closely at the ways in which the essential addressivity of our lives makes room for agency, resistance and change. I will present some of my own data but participants are invited to bring their own and explore how a focus on voice provides new insights into identity in practice. Discussion around the use of theory in academic research particularly in terms of how theoretical elements of research can be shared with research participants and the challenges involved in this. Foucault Foucault Foucault Patti Lather, The Ohio State University This session includes 1) student generated listing of key terms and questions in study of Foucault, 2) instructor guided discussion of those terms and questions, 3) discussion of what all of this might mean in terms of the uses (and abuses) of Foucault, 4) the collective generation of reading resources for further understanding. The goal is a highly interactive session that is useful for putting Foucault to work across various kinds of social science projects. To prepare, students might google Foucault Studies websites and cruise them a bit to get a feel for issues and resources. Utopia: Social Theory and Design Fictions in Everyday Communities James Duggan, ESRI, MMU, UK Joseph Lindley, Lancaster University, UK The workshop explores the practices, processes etc through which everyday utopian communities (Cooper 2014) can collectively conceptually and practically maintain, renew and develop. The specific case is the Brixton Pound (B£) local currency. Local currencies are based on the idea that money is socially constructed and so it is possible to create non-national, local currencies. We see this as a utopian project. Working from a utopian perspective we will explore how design fictions, speculative near future scenarios, can help the community explore potential futures and work towards realising them. The workshop considers whether the approach of co-producing design fictions is a generalisable set of practices with applications in a variety of public sector and community settings.

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08 Fall$


Social Events

Tuesday 7th July **The radical political history of Manchester: Socialism, Anarchy, Fascism, Women's Suffrage, Communism, the making of Democracy, Utopias and Political deceit, are all on the streets of Manchester. Experience and learn about Manchester's exciting past on a guided walk with John Alker. Cost - £5-7. http://www.walkmanchester.com/ The walk will be followed by dinner and drinks at a local restaurant. If you are unable to take part in the walk we will publicise the details of the meal so you can meet us there. To book your place on the walk please request a ticket here: https://www.eventbrite.co.uk/e/the-radical-political-history-of-manchester-walk-tickets-17276658952 Wednesday 8th July ** 'Perambulatory Pedagogy Pop Pilgrimage' – led by Sarah Truman, Research Fellow at WalkingLab and The Pedagogical Impulse and a Founding Member of Hamilton Perambulatory Unit. We will take a post-industrial walk through Manchester to visit The Salford Lads Club. In 1984 the photograph of The Smiths’ iconographic The Queen is Dead album sleeve was taken at the club. In recent years, the Salford Lads Club has devoted a room to The Smiths while many fans of the band continue to travel to the club to re-enact the famous photograph. After visiting The Smiths room and re-enacting/disrupting the famous photographs we will enjoy some real ale at a pub, and discuss the pedagogical potential of pop music and post-representational approaches to research documentation. Cost – Free. http://salfordladsclub.org.uk/ To book your place on the walk please request a ticket here: https://www.eventbrite.co.uk/e/perambulatory-pedagogy-pop-pilgrimage-tickets-17277258746 OR **Matt and Phreds, Northern Quarter, Manchester. 9:00pm - 12:00am / Free entry. Enjoy a drink and a delicious pizza whilst listening to Jazz. On Wednesday ‘Three Step Manoeuvre’ will be playing, they are a new organ trio of young musicians specialising in hard-grooving funk music. They came together through a shared love of artists such as funk pioneers like James Brown and The Meters, jazz legends such as Jimmy Smith and John Scofield, and modern groups including Lettuce and Soulive. http://www.mattandphreds.com/diary/three-step-manoeuvre-0 To reserve some tables, please register your interest here: https://www.eventbrite.co.uk/e/three-step-manoeuvre-tickets-17277306890 Thursday 9th July ** The Whitworth Art Gallery, Oxford Road, Manchester 6.00 pm – 9.00pm. Newly refurbished and nominated as Museum of the Year, we will visit The Whitworth for Thursday late night opening of the gallery. Tonight will also be the opening of Manchester International Festival; a suite of four new works by Richter, Ashes (2015) and his Doppelgrau (2014) will be presented with Pärt’s Drei Hirtenkinder aus Fátima in the newly renovated landscape gallery of the Whitworth. http://www.mif.co.uk/event/richter-part. After visiting the gallery we will go to a nearby restaurant for dinner. To register your interest please reserve a ticket here: https://www.eventbrite.co.uk/e/thursday-night-late-gallery-opening-tickets-17277755231 OR ** Manchester International Festival. Tree of Codes - a contemporary ballet at Manchester Opera House. MIF is bringing together the choreographer Wayne McGregor, visual artist Olafur Eliasson and Mercury Prize-winning producer/composer Jamie xx to create a contemporary ballet inspired by the book Tree of Codes by Jonathan Safran Foer. Pre-book tickets individually or in groups with colleagues, limited available - book asap. Tickets between £19.50-£46.25, http://www.mif.co.uk/ Please note that if you require more information or have mobility issues we can help you to arrange transport so please contact Dr Harriet Rowley- [email protected].

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Exhibition Atrium700 sqm

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Business School Level 4

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Participatory research with young people as ethico-aesthetic experimentation

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