Practice Methodologies in Education brilliantly conveys the diverse and challenging field of activist practice methods We are presented with beautifully crafted accounts of the challenges and contradictions provoked by a range of different theoretical traditions, but also the transformative potential of activist agendas of education research This compelling and authoritative collection tackles key methodological and epistemological issues in a nuanced and innovative manner, whilst recognising the many contradictions in educational research The originality of the work shines through in descriptions of experimental styles of research writing, new approaches to data, and novel arrangements of theory In doing so it reveals a sociological imagination missing in much of the research methods literature —Professor Diane Reay, University of Cambridge, UK An invaluable collection that challenges our conventional, taken-for-grant assumptions about theory, method and representation in education research, and that provokes us to think anew about the critical endeavour and responsibilities of the activist agendas of education research —Professor Christine Halse, Education University of Hong Kong, China In a highly original turn towards the risk, uncertainty and contradictions that pattern education research, this book offers a scholarly set of questions and real challenges Educational research that takes seriously the imperatives in this book requires us to engage in a permanent questioning of aims, processes and outcomes in the face of complex and interwoven sets of contradictions as well as the realisation that sometimes there are no easy resolutions to policy problems —Professor Meg Maguire, King’s College London, UK This is a remarkable and incisive book—a riveting collection that captures the contemporary moment eloquently I have no doubt that the collection will make a decisive contribution to practice-theory in education, and in ways that are simultaneously foundational and innovative while remaining highly accessible and coherent —Associate Professor Taylor Webb, The University of British Columbia, Canada Practice Methodologies in Education Research is a companion to a very successful earlier work titled Practice Theory and Education It truly is a landmark text that provides a comprehensive survey and analysis of a diversity of approaches to practice and as such is likely to become a class text in methodology courses A must-read for those students and academic researchers engaged with the theory and methodology of practice —Professor Michael A Peters, Beijing Normal University, China PR Practice Methodologies in Education Research Practice Methodologies in Education Research offers a fresh approach to researching practice in education Addressing a major gap in research methodology scholarship, it highlights how integral practice theory is to the transformational agendas of education research, introducing a theory of activist practice methodologies informed by expansive theories of practice. With contributions from leading education researchers drawn from across the world, the book confronts onto-epistemological dilemmas for doing research that arise from taking practice theory seriously, including the theories of Bourdieu, de Certeau, Deleuze, Haraway, Latour, Taylor, and Vygotsky A defining feature of the chapters is their activist axiologies and their experimental approach to researching practice in education, in fields as diverse as educational leadership, schooling, higher education, adult and workplace education and training, professional practice, and informal learning. Practice Methodologies in Education Research is essential reading for education academics and postgraduates engaged in critical research using practice theory. Julianne Lynch is an Associate Professor in Curriculum and Pedagogy at Deakin University, Australia Julie Rowlands is an Associate Professor in Education Leadership at Deakin University, Australia Trevor Gale is Professor of Education Policy and Social Justice at The University of Glasgow, UK Stephen Parker is a Research Fellow in Education Policy and Social Justice at the University of Glasgow, UK Practice Methodologies in Education Research Edited by Julianne Lynch, Julie Rowlands, Trevor Gale and Stephen Parker First published 2020 by Routledge Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 selection and editorial matter, Julianne Lynch, Julie Rowlands, Trevor Gale and Stephen Parker; individual chapters, the contributors The right of Julianne Lynch, Julie Rowlands, Trevor Gale and Stephen Parker to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe British Library Cataloguing-in- Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in- Publication Data A catalog record has been requested for this book ISBN: 978 - -367-19382-9 (hbk) ISBN: 978 - - 429-20206 -3 (ebk) Typeset in Times New Roman by codeMantra Contents List of figures Preface and acknowledgements Notes on contributors ix xi xiii An outline of a theory of practice methodologies: education research as an expansive-activist endeavour 1 J U L I A N N E LY NC H , J U L I E ROW L A N D S , T R E VOR GA L E & S T E PH E N PA R K E R Corporatised fabrications: the methodological challenges of professional biographies at a time of neoliberalisation 27 S T E V E N J C OU RT N E Y & H E L E N M GU N T E R Researching teacher practice: social justice dispositions revealed in activity 48 T R E VOR GA L E , RUS SE L L C RO S S & CA R M E N M I L L S Digital research methods and sensor technologies: rethinking the temporality of digital life 63 E L I Z A BE T H DE F R E I TA S Practices within positions: a methodology for analysing intra-group differences in educational fields 83 J U L I A M M I L L E R , JO SE PH J F E R R A R E & M IC H A E L W A PPL E Principles, procedures and applications of dialectical methodologies for the study of human practice 104 PE T E R SAWC H U K viii Contents The challenge of Bourdieu’s relational ontology for international comparative research in academic governance practice 124 J U L I E ROW L A N D S & SH AU N R AWOL L E Social imaginaries in education research 144 S T E V E N HOD GE & S T E PH E N PA R K E R Morphologies of knowing: fractal methods for re-thinking classroom technology practices 166 J U L I A N N E LY NC H & JOA N N E O ’ M A R A 10 Unpacking practice: the challenges and possibilities afforded by sociomaterial ethnography 187 PAU L A CA M E RON , A N NA M AC L E OD, JONAT H A N T U M MON S , OL GA K I T S & ROL A A JJAW I 11 What is an inaugural professorial lecture? Exploring academic practices through diffractive listing 206 E VA BE N DI X PE T E R SE N 12 Tactics of resilience: playing with ethnographic data on classroom practice 225 CAT H E R I N E D OH E RT Y Index 243 Figures 4.1 5.1 5.2 5.3 5.4 9.1 9.2 Mason watches and then engages in activity Jillian’s advice-seeking network at the start of the first semester Cecilia’s advice-seeking network at the start of the first semester Annotated depiction of Amber’s advice-seeking network at the start of the first semester Annotated depiction of Amber’s advice-seeking network at the end of the first year How quickly things become complex? Photograph of projected representation of literacy rotation tasks 71 95 96 98 99 172 174 236 Catherine Doherty ALLISON: Derek the Deputy tells me ‘Toughen up, toughen up Allie!’ he tells me But I can’t because I’m trying to keep these kids at school DEREK: I spent the first eighteen months suspending kids JOSIE: I come away satisfied if students are actually learning that if they put the hard work in, they will actually get the grades they desire TIM: The more time I spend with them the less I dislike them, if that makes sense Because I really didn’t like them at all at the start when I first met them as a group As a group they wound me up something shocking and I did not enjoy coming to class at all ALLISON: The kids help keep me here too … I’ve got a year twelve boy, the first one in his family to ever complete year twelve and that’s such a wonderful achievement … JOSIE: They know that they can always email me; they know the work is available online I’m here for maths tutoring on Tuesday afternoons, I will work any lunch time and I’m available before and after school so that’s about the best I can [laughs] DEREK: … My suspension data would have dropped 50% ALLISON: I’ve worked in other countries and I think that was a big eye opener … you see kids sitting outside the fence waiting to learn and then these kids here just don’t try JOSIE: That’s one of my biggest frustrations at school … I just think you’ve got all these opportunities to your very best and you’re not using them DEREK: You know it needs to be a pretty hard and fast thing [takes off his tie … Exits right.] TIM: Sometimes it’s the path of least resistance [puts down his ipad … Exits right.] JOSIE: I get so frustrated! [leaves her messy pile of folders … Exits right.] ALLISON: I think that it’s sad, it’s really sad [takes off her glasses … Exits right.] [MEL packs her stuff up, thoughtfully explores the various things left behind by others, then packs them up too.] Superimpose image of an iceberg—she smiles in a wavering way at the audience then exits There is thus no neat conclusion nor practical implication attempted The audience is left amid the diversity of practice and fragmented voices, and the questions their collocation creates The take-home message if any is that teachers find their own sources of motivation and modes of resilience to sustain their work in challenging contexts, and that teaching is emotionally demanding work This representation of endemic plurality comes some way to fulfilling the methodological challenges posed by de Certeau’s science of singularity in that teachers’ ruses, improvisations and individual tactics are privileged over the search for generalised findings Ethnographic data on classroom practice 237 Yes, but is it research? De Certeau considered the practice of reading, or ‘consumption’ of texts, to be a site of active production in terms of what the consumer ‘makes’ of the text ‘in appropriating or re-appropriating it’ (1984, p 166) So any text will not be one thing, rather it will become many things in its consumption: ‘the text has a meaning only through its readers; it changes along with them’ (p. 170) This argument invites the question of what an audience might make of the research-informed play A production of the play was staged at the Joint Conference between the Australian Association for Research in Education and the New Zealand Association for Research in Education, in 2014 It drew an audience of approximately 150 educational researchers and teacher educators, rather than the intended pre-service teacher audience.2 Audience members were invited to respond to an anonymous questionnaire that sought their thoughts on whether this form of reportage could broaden the reach and impact of educational research Fourteen completed responses were returned Respondents identified themselves as teacher educators, researchers, both of these, or research student The questionnaire used open-ended questions and probes, one of which was ‘Does the play count as research in your opinion? (Why? In what way? Why not?)’ While the survey achieved a relatively poor response rate, the written responses are perhaps indicative of what reservations or support the field may have about the play as method, and what criteria are invoked in their evaluations As a simple content analysis, the responses were read and sorted into two groups—an unqualified ‘yes’ camp, and a more mitigated ‘yes but’ camp The nine unqualified ‘yes’ responses were effusive, for example: ‘a wonderful way of presenting research …’, ‘thought provoking—challenges status quo …’, ‘more impactful than written research findings …’ Some in this group celebrated the genre-busting endeavour (‘made me think about how educational research processes could be changed for the better’; ‘new ways of thinking about things’) Other supportive responses measured it against conventional reportage seeking to establish equivalence (‘I believe it told a story, a narrative just like a paper would’; ‘as valid as any journal article’), or were convinced by the traces of conventional methods and research phases (‘you obviously used the scripts of your interviews’; ‘a way to present the data & then get feedback on the data to contribute to discussion’) Among the more circumspect ‘yes but’ responses, two pointed to the absence of an explicit methodology as a necessary criteria for research (‘But—there is no information about method and methodology apart from the handout’; ‘… I imagine a bit more re method and ontology could have been discussed’) Another commented: ‘It was not the play as such, but the voice over a screen shot that gave boundaries to the research’ I understand this to be referring to the inserted quotations from historic parliamentary 238 Catherine Doherty debates which, for this respondent, established and contextualised the research problem A lengthier response wrestled with its research-like qualities (‘it’s clear that the researcher created a narrative to represent the data’) and shortcomings (‘Some of the expected research processes are invisible—e.g., analysis’) to arrive at the personal opinion, ‘it does count as research’ Then the respondent continued, ‘However, in my university, it would probably not be counted as “real” research … I think that this performance would also be dismissed in my context’ The text invokes the protocol used to compile research outputs for the purpose of quality audits and university funding in Australia This protocol offers a limited number of categories of conventional genre for research output This respondent felt that the play would not fit these carefully defined categories, therefore would not be counted as ‘real’ research The same respondent then poses a different question: ‘Perhaps an important question might be how this work by an educational researcher is different from the work of someone who is a playwright, but not an educational researcher’ This essentially poses the flipside question: ‘is it art?’ Goldstein et al (2014) unpack the multifaceted demands of performed ethnography in its ‘research design, aesthetic design and pedagogical design’ (p 674) This exposes the work to new and perhaps contradictory criteria according to the reader’s interest and readings I would not claim that the self-selected audience members constitute a representative sample, but the spread of comments show how conventional research genres dominate and set the criteria against which more innovative genres will be measured and policed Coda In this chapter, I have drawn on de Certeau’s concept of everyday practice to make visible and dignify the generative pluralities that constitute classroom practice I then proposed and exemplified the use of a less conventional genre for research reportage as method that can illuminate and represent this refracted sense of practice I argued that a research-informed play using verbatim data can justice to this theory of practice and make research insights amenable, engaging and thought-provoking for different audiences In this way, the usual practice of theory as convergent and generalised can be disrupted and refused and interpretive processes exposed for audience participation and debate The play genre also invites more refractive forms of reading, legitimating the reader’s productive role as de Certeau recognised There is an irony here of writing so formally about innovative genre for research As de Certeau argued, textual genres enable and constrain what can be reported how They also garner different audiences Arts-based research has set itself a challenging task is walking in two worlds which invoke very different criteria to judge and legitimate the work Different audiences Ethnographic data on classroom practice 239 will engage and respond to the genres they legitimate This suggests that our research reportage could benefit from refractive practices, if our work is to realise the impact we hope for Acknowledgement This research was funded by the Australian Research Council as a Discovery Early Career Research Award (DE1210569) Notes The script to the play, ‘Working the Iceberg: A staffroom morality play’ can be accessed from: https://eprints.qut.edu.au/81608/ A video recording of a production presented at the Joint Conference between the Australian Association for Research in Education and the New Zealand Association for Research in Education in 2014 can be accessed from: https://mediawarehouse.qut.edu.au/QMW/ player/?dID=25479&dDocName=QMW_023881 The play has subsequently been performed as a rehearsed reading for a final-year student conference at Queensland University of Technology, 2016 References Ackroyd, J & O’Toole, K 2010, Performing Research: Tensions, Triumphs and Tradeoffs of Ethnodrama, Stoke on Trent, Trentham Ahearne, J 1995, Michel de Certeau: Interpretation and its Other, Polity Press, Cambridge Barone, T & Eisner, E 2012, Arts-Based Research, SAGE, Los Angeles, CA Brown, P (ed) 2010, Verbatim: Staging Memory and Community, Currency Press, Sydney Burton, D 2010, April’s Fool, Playlab Press, Brisbane Clifford, J 1988, The Predicament of Culture: Twentieth Century Ethnography, Literature, and Art, Harvard University Press, Cambridge, MA and London Coffey, A, Holbrook, B & Atkinson, P 1996, ‘Qualitative data analysis: Technologies and representations’, Sociological Research Online, vol 1, no 1, pp 1–16 Council of Australian Governments 2009, National Partnership Agreement on Youth Attainment and Transitions Canberra AGPS Available at: http://www.federalfinancialrelations.gov.au/content/npa/skills/youth_attainment_transitions/ national_partnership.pdf Decent, C 2008, Embers, Playlab Press, Brisbane de Certeau, M 1984, The Practice of Everyday Life, University of California Press, Los Angeles, CA de Certeau, M 1986, Heterologies: Discourse on the Other, Manchester University Press, Manchester, MN Doherty, C 2015a, Working the Iceberg: A Staffroom Morality Play, QUT, Brisbane Available at: https://eprints.qut.edu.au/81608/ Doherty, C 2015b, 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209–225 American Educational Research Association, Washington, DC Fine, M 1998, ‘Working the hyphens: Reinventing self and other in qualitative research’, The Landscape of Qualitative Research: Theories and Issues, Sage, Thousand Oaks, CA, pp 130–155 Glow, H 2007, Power Plays: Australian Theatre and the Public Agenda, Currency Press, Sydney Goffman, E 1959, The Presentation of Self in Everyday Life, Pelican, Harmondsworth Goldstein, T 2010, Harriet’s House, Ontario Institute for Studies in Education Toronto Available at: https://tspace.library.utoronto.ca/bitstream/1807/35212/1/ HH-draft%206-June%202010-edited%20Mar%202013.pdf Goldstein, T 2012a, Ana’s Shadow Available at: https://tspace.library.utoronto.ca/ bitstream/1807/32469/1/Ana%27s%20Shadow-CTR%20151.pdf (Accessed November 2018) Goldstein, T 2012b, Staging Harriet’s House: Writing and Producing Research- Informed Theatre, Peter Lang, New York Goldstein, T, Gray, J, Salisbury, J & Snell, P 2014, ‘When qualitative research meets 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Australians’, Critical Studies in Education, vol 52, no 1, pp 93–107 te Riele, K & Crump, S 2002, ‘Young people, education and hope: Bringing VET in from the margins’, Journal of Inclusive Education, vol 6, no 3, pp 251–266 Wake, C 2010a, ‘Towards a working definition of verbatim theatre’, in P Brown (ed), Verbatim: Staging Memory and Community, Currency Press, Sydney, pp 2–5 Wake, C 2010b, ‘Verbatim theatre within a spectrum of practices’, in P Brown (ed), Verbatim: Staging Memory and Community, Currency Press, Sydney, pp 3–8 Index Note: Page numbers followed by ‘n’ refer to endnotes academia 19, 210–13 academics 136; achievement 50, 214; advice-seeking network 95, 99; appointments 216; boards 131–4; capital 130–1, 135, 136; governance 15, 125–35, 137–40 academic writing 18, 20, 213 access, digital 65–7 accounts of research 2, 8, 18–20 activist axiologies 2, 8, 9–11, 13, 20 activist practice methodologies 2, 6–9, 18, 20–2; axiology 9–11; ethical research 11–13; representation of data 16–18; ‘theory as method’ 13–16 activity: human activity 49, 64, 190, 201 actor-network theory (ANT) 14–16 Adorno, T 107, 110–12, 118 Affective Computing Lab (MIT) 70 Ahmed, S 214–16, 218 Ajjawi, R 17 Albritton, R 116 ambivalent implementers 32 analysis: content analysis 237; correspondence analysis 86; course of analysis 111, 117–20; data analysis 43, 193; dialectical analysis 118; document analysis 132, 192, 202; factor analysis 115, 116; historical analysis 156; iterative analysis 170; object of analysis 50; standpoints within analysis 108; unit of analysis 52, 113; within-country analysis 133; within-group analysis 14 Apple, M W 14, 36 AppleTV 180 Arendt, H 31, 39, 40, 43, 44 arts-based research 229–30 assemblage 175, 189, 190, 200, 207 audiovisual recording equipment 173 Australia 50, 124, 131–5, 173, 185n5, 212, 238 author positioning 168 axiological dissonance 43 axiology 6–7, 9–11, 41, 42, 125; activist axiologies 2, 8, 9–11, 13, 20; axiological dissonance 43; axiology of education 2, 3, 6–7, 28; more-than-representational axiologies 7, 19 Ball, S J 42, 59, 160 Barber, M 29 Bennett, J 74 Bertucci, P 72 Bhaskar, R 116 Biesta, G 2, 6, big data 64 biodata 64, 73, 76 bioethics 74 biography 11, 27–44, 120, 229, 233–5 biosensors 67, 68, 74 biosocial data/biosocial research 72, 74, 75, 79 body: capacity of human body 74–5; electric body 69–74; researcher bodies 18, 89 Bottomore, T 116 Bourdieu, P 4–5, 15, 16, 36, 37, 43, 44, 49–51, 53–5, 83–6, 101, 126, 159, 217; academic governance practice 131–5; field of practice 126–31; habitus/ dispositions 49–51, 85, 159; higher 244 Index education 135–7; relational ontology 137–40 Brown, W 207 ‘brutal functionalism’ 67, 76 Cameron, P 17 Capacity of a body 74–5 case study 8, 11, 28, 34–41, 88–92, 125, 131, 229 change: changed practice 60; changefocused axiologies 7; continual change 28; curricular change 36, 181; instrumental change 2, 10, 20; moment-to-moment change 100; nonchange 7; structural change 7, 100; tracking change 13 changed practice 60 change-focused axiologies Certeau, M de 13, 226–9, 234, 236–9 Clark, W 210–14, 216 classroom practice 225–6; arts-based research 229–30; biographic intercuts 235–6; ‘Compact with Young Australians’ 226–7; ethnodrama 230, 232; performed ethnography 226, 230, 232, 233, 238; playing with data 229–34; productive and subversive 228–9; verbatim theatre 226, 230–2 classroom technology 172–3; fractional dimensionality 178–81; infinite length 181–3; literacy block 173–5; literacy rotation activities 175–7; phonics app activity 177–8; silkworms (case) 182–3 coding of data 63, 73 Collins, J C 32 ‘Compact with Young Australians’ 226–7 comparative research, international 124–40 constructed nature of data 16 content analysis 237 continual change 28 ‘contradiction’ 108–19 corporatised fabrications 11, 27–8, 31–2, 40–1; ethics 43; integrity 43; KPEL project 37–41; LASTD project 34–7; methodology 43; positioning 43; professional knowledge 41; professional location 41–2; theorising 42–3; thinking 28–33 corporatised school leader 37 correspondence analysis 86 courses of analysis 111, 117–20 Courtney, S 11, 12, 17, 32 critical realism 42 cross-national research 137–8 Cross, R 12 cultural-historic activity theory (CHAT) 14, 49–50, 52–4 curricular change 36, 181 curriculum 29, 35, 36, 39, 172, 177, 180, 188, 189, 191, 192, 198, 200, 201, 227 Damasio, A 75 data: big data 64; biodata 64, 73, 76; coding of data 63, 73; constructed nature of data 16; data validity 55; digital sensing data 13, 64, 74; empirical data 2, 8, 9, 16, 17, 21, 63, 187 (see also empirical research); ethnographic data 169, 187, 225–39; interview data 17, 194, 195, 200, 225, 232–4; more-than-representational data 2, 8, 9; network data 96; observational data 17, 63, 65, 181, 192–3; passive data 65; quantitative data 169; representation of data 16–18; stimulated recall data 12, 56; treatment of data 18, 104, 105, 112; video data 12, 177, 181; visual data 169 data analysis 43, 193 Decent, C 231 decision-making 40, 41, 55, 64, 124, 125, 131, 132, 137, 139 Deleuze, G 13, 74, 75, 77 deliberation (as in deliberating human subject) 12, 13, 63, 66, 72, 76, 77, 148 Department for Education (DfE) 36 determination 4–5, 109; notion of 74–5 developmental trajectory of practice 117 De viribus electricitatis in motu musculari (Galvani) 72 Dewey, J 157 dialectical analysis 118; see also dialectical materials methodology dialectical materialist methodology 104–5, 121–2; dialectical analysis 118; dialectical causality 116; dialectical objectivity 112, 116; Theodor Adorno 110–12; courses of analysis 117–20; life history interviewing methods 115; mind-in-activity 113–14, 116–17; principles and procedures 105–10; Index 245 research project 114–15; survey methods 115–16 dialectical objectivity 116 digital sensing data 13, 64, 74 digital sensor technologies 77–9; access 65–7; Deleuzian determination 74–5; EDA data 73–4; microsensors 69–73; sense data and method 63–5; speeding 75–7; technologies 67–9 dimensionality, fractal 171–2 disposition 12, 31, 33, 49–60, 72, 85, 127, 128, 130; habitus (Bourdieu) 49–51, 85, 159; see also social justice dispositions (SJDs) distance learning 188, 199, 201 Distinction (Bourdieu) 85–6 distributed medical education (DME) 188, 192–5, 197, 200, 201 ‘division of labour’ 53 document analysis 132, 192, 202 Doherty, C 19, 20 domination 126, 128, 137, 138 economic imaginary 156–8, 161 educational agenda setters 32 education research, imaginaries 154–61 Edwards, R 14 electric body 69–74 electrodermal activity (EDA) 64, 69–74, 79n4 electrodermal experiments 71 embodiment 12, 13, 18, 28, 37, 54, 64, 68, 72, 74, 77, 87, 146, 192, 207, 214 Empatica E4 wristband 69 empirical data 9, 105, 107, 135, 226, 227 empirical research 8, 9, 105, 107, 135, 226, 227; empirical data 2, 8, 9, 16, 17, 21, 63, 187 employment 37, 226 Engestrom, Y 52, 59 England 27, 28, 35–8, 42, 131, 132, 163n5 environmental sensing technologies 66 epistemology 5, 8, 33, 49, 51, 54, 55, 59, 60, 105, 109, 113, 120, 121, 167, 168, 183, 231; see also onto-epistemology ESRC-project 27, 29, 34 ethical research 11–13, 20 ethics: bioethics 74; ethical research 11–13, 20; human research ethics 11, 13, 20, 21 ethnodrama 230, 232 ethnographic data 169, 187, 225–39 ethnographic methods ethnography: ethnographic approaches 8; ethnographic data 169, 187, 225–39; ethnographic methods 8, 64; ethnographic research 168, 191, 192; multisited ethnography (MSE) 191, 201; performed ethnography 19, 226, 230, 232, 233, 238 Euclidian forms 171 everydayness of practices expansive notions of practice expansive practice theories 2–10, 12–18, 20, 21 expansive theories of practice 3–10, 12–18, 20–2 experimental approaches to methodology 2, 9, 11, 22n1 experimental instruments 71 face recognition software 66 factor analysis 115, 116 Fenwick, T 14, 190 Ferrare, J 14 field theory (Bourdieu) 126–31 Forrester, G 32 4EA movement 75 fractal geometry 166–70, 185n2; affordances 183–4; dimensionality 171– 2; infinite length 170–1; scaling fractals 170; see also classroom technology The Fractal Geometry of Nature (Mandelbrot) 166 fractional dimensionality 178–81 Frankham, J 181 Freitas, E de 13 functionalism: ‘brutal functionalism’ 67, 76; functionalist reading 11, 36 functionalist reading 11, 36 Gale, T 12, 14, 15, 17, 159–60 Galvani, Luigi 72 globalization 155–6 Goffman, E 233 Goldstein, T 232, 233, 238 Grace, G 32 Greaves, K 18 Green, B 7, 8, 22n3 Greenfield, T 40 Gregg, F 140n1 Grenfell, M 139 246 Index Grotian-Lockean theory 151–3 Gunter, H 11, 12, 17, 32 habitus/dispositions (Bourdieu) 49–51, 85, 159; see also social justice dispositions (SJDs) Hall, C 169–70 Hall, S 86–7 Hall, V 29 Halley, J M 172 Hansen, M 64, 66–70, 76, 77, 80n7 Haraway, D 18–19, 222–3 Harris, Lord 30 headteachers 11, 17, 27–31, 33–43, 57, 58 Hegelian terminology 109 hermeneutics 146; see also socialhermeneutic view hierarchy: hierarchically positioned forces 101; hierarchical relationships 106; hierarchization 130 higher education 31, 33, 44, 90, 91, 93, 124, 125, 127–9, 131, 132, 134–40, 159, 160, 187 Hilgers, M 135 historical analysis 156 Hitchings, R 200 Hodge, S 10, 15, 159, 160 Homo Academicus (Bourdieu) 136 Hopwood, N Hui, A 87 human activity 49, 64, 190, 201 The Human Condition (Arendt) 39 human consciousness 64, 66, 68, 76, 77 human endeavour 37 humanism 9, 33, 40, 155 humanistic research 33 human practice 9, 18, 64–6, 104–15, 119–21, 149 human research 11, 13 human research ethics 11, 13, 20, 21 human see human activity; human consciousness; humanism; human practice; human research ethics; human subject; human–technology relations human subject 12–13, 17, 20, 64, 66, 76, 77, 187, 188 human–technology relations 69 imaginary 150–1, 159–60; see also social imaginaries inaugural professorial lecture 206–10; listing 222–3; primary scenes 210–13; socio-material configuration 218–22; subject 213–18 individual levels, of generality 117 infinite length 170–1, 181–3 information and communications technology (ICT) 200 instrumental change 2, 10, 20 instrumentation 17, 184 instruments: experimental instruments 71; instrumentation 17, 184; limitations of instruments 183 intellectual capital 130–1 intelligibility 151 intensity 76–7 intentional dialectics 108 interpenetrating movements 108 interview data 17, 194, 195, 200, 225, 232–4 interviews 8, 9, 17, 18, 27, 34, 36, 37, 41–3, 55, 56, 58, 63, 65, 66, 90–100, 115, 116, 124, 125, 132, 133, 188, 191–201, 227, 231–5, 237 iterative analysis 170 James, D 139 Johnsson, M C Jonas, M 22n5 Jones, K 169–70 Kemmis, S 2, 4, Kits, O 17 Knappett, C 218 Knowledge Production in Educational Leadership (KPEL) project 37–41 Koch Snowflake 171 Landri, P 190 Lather, P 206, 208 Latour, B 14, 78 Law, J 15, 208, 209, 220, 222 leaders 27–30, 32, 35, 36, 38, 40 leadership 17, 27–30, 32, 33, 38, 40, 41, 51, 53 Leadership and School-Type Diversification (LASTD) project 34–7 Leadership Programme for Serving Headteachers (LPSH) 37, 38 legitimacy 31, 53, 137, 138, 159, 210, 216, 218 Lego project 70 Leontiev, A N 52, 113 Lepinay, V A 78 life history interviewing methods 115 Index 247 Lingard, B 155–62 literacy block 173–5 literacy rotation activities 175–7 Littig, B 22n5 Lowndes, F 169 Lyle, J 56 Lynch, J 16–18, 22n3 McKnight, L 159 MacLeod, A 17 Maclure, M 63 Macpherson, C B 41 MacRae, C 181 Malafouris, L 218 Mandelbrot, B B 166–8, 170–2, 183, 184, 185n1 Mangez, E 135 Manning, E 63 Martin, J 140n1 Marx, K 121 materiality 191; see also dialectical materialist methodology; sociomaterial configurations; sociomaterial approach; new materialist mediation 68, 113, 180 messy social science 208 methodocentrism 63 microsensors 69–73 Miettinen, R 2, Miller, J 14 Mills, C 12 mind-in-activity 113–14, 116–17 MIT Affective Computing Group 70 modern bifocal (Taylor) 158 modernity 149 modern moral order 149 modus operandi 86 Mohr, J W 86 Mol, A.-M 189, 208, 209, 218, 220, 222 moment-to-moment change 100 more-than-human 64, 66, 68, 77, 79 more-than-representational approaches 16–18 more-than-representational axiologies 7, 19 more-than-representational data 2, 8, MPath 70 multiple realities 189 multisited ethnography (MSE) 191, 201 National College for School Leadership (NCSL) 37–41 National Council for Accreditation of Teacher Education (NCATE) 51 National Professional Qualification for Headship (NPQH) 37, 38 National Science and Innovation Agenda (2016) 138–9 network data 96 networks: network data 96; network map 99; network surveys 91, 92 non-change non-human/nonhuman 4, 13, 65, 77, 199–202, 207, 218, 219; more-thanhuman 64, 66, 68, 77, 79 ‘non-identity of identity’ 111, 112, 116, 121 non-technological conception objectivity: dialectical objectivity 116; ‘over reached objectivity’ 116 object of analysis 50 observations 192–3 observational data 17, 63, 65, 181, 192–3 Ollman, B 106–8 O’Mara, J 16–17 Ontario-Canadian welfare benefit 118–20 onto-epistemology 3, 5, 7, 10, 12, 14–17, 20, 22n3, 53, 167 ontology: relatist ontology 6, 14; dialectical materialist ontologies 15; ontological depth 16; pluralist ontology 74; flat ontology 90, 101; ontological distinctions 76; ontologising 147, 160; ontology of fractals 166 Orlikowski, W J 189–90 ‘over-reached objectivity’ 116; see also objectivity Pancaldi, G 72 Parker, S 10, 15 particular levels, of generality 117 Passeron, J.-C 16 passive data 65 pedagogic authority (PAu) 53, 56 pedagogic work (PW) 53 perception 74–5 performed ethnography 19, 226, 230, 232, 233, 238 Petersen, E B 18, 19 phenomenological approach 64, 66, 75, 146, 148–9, 154, 157–9, 161, 162 phenomenology: phenomenological approach 148; see also postphenomenological study philosophical–empirical dialect 15 248 Index phonics app activity 177–8 photoplethysmography sensor (PPG) 69 policymakers 156, 160, 161 policy scholarship 30 policy science 35, 39 positioning: author positioning 168; positioning of researchers 18; researcher positioning 16 positioning theory 214 post-phenomenological study 78 potentiality 76, 77 practice: expansive notion practice theorists 22n2 practice theory 2, 3, 83–8, 100–1; differentiation 88–9; expansive notions of practice 7; expansive practice theories 2–10, 12–18, 20, 21; expansive theories of practice 3–10, 12–18, 20–2; first-generation students (case study) 89–91; and methodology 3; practice theorists 22n2; over time 97–100; variation 92–6 Practice Theory and Education (Lynch) 1–2 precognitive data 67 primordial sensibility 67 professional knowledge 35, 39, 41 professional location 35, 39, 41–2 The Promises of Monsters (Haraway) 222–3 protention 76 Protevi, J 64, 73–5, 79n5 provocations 55–8 quantitative data 169 question asking process 195–9 racism 86, 87 randomised control trials (RCTs) 163n5 rationalism 147 Rawolle, S 15 realism 6, 14, 22n3, 116, 228, 231, 232; critical realism 42; speculative realism 68 reality 15, 33, 40, 41, 43, 44, 53, 87, 107, 137, 168, 189; multiple realities 189 reform agenda deliverers 32 relational ontological approach 139–40 relational ontology (Bourdieu) 124–40 reportage 18 representationalism 22n3; representational approaches 5–6; representationalist traditions 3; representational logics 7, 14, 17, 19, 21, 184; representational ontoepistemologies 7; representational rhetoric 18; representational views of knowledge 6; see also more-thanrepresentational approaches representation of data 16–18 research: ethical 11–13; restive accounts 18–20 researcher bodies 18, 89 researcher disposition 31, 54–5, 59 researcher positioning 16 research participants/participants in research 10–12, 19, 20, 42, 43, 65, 193 research writing 18, 20, 21 Rizvi, F 155–62 Rowan, L 10 Rowlands, J 15 St Pierre, E A 63 Saldaña, J 232 Samya-Fredericks, D 2, Sawchuk, P 10, 14–15, 116, 117 Sayer, A 115–16 Scales, similarity across 173; literacy block 173–5; literacy rotation activities 175–7; phonics app activity 177–8 scaling fractals 170 Schatzki, T R 8, 22n2 schooling 16, 172, 225, 234 script-writing 230 A Secular Age (Taylor) 149, 152 self-conscious 116 self-conscious goals 116 Sellar, S 160, 161 semi-structured interviews 58 sense data and method 63–5 sensibility 8, 65, 67, 68, 72, 76, 78, 79 sensor data 79 sensor technology 67–9 Sierpinski Triangle 171 skin sensors 73 Smith, A 153 Smithies, C 206 Smith, T 108, 109 Snaza, N 63 social-hermeneutic view 148 social imaginaries 144–6, 161–2; education research 154–61; modern 150–4; Taylor’s approach 146–9 social imaginaries (Taylor) 10 Index 249 social imaginary 148–9 social justice dispositions (SJDs) 7, 32, 48–52, 58–60; practice of teachers 52–5; provocations 55–8 socially critical thinking 40 social practices 51, 83, 145–7, 168 social science 43, 44, 56, 64–6, 68, 75, 78–9, 83, 104, 110, 159, 163, 187, 200, 208, 229, 231 sociomaterial approach 187–8; affordances and challenges 199–201; critical document analysis 192; distance learning 199; interviews 193; observations 192–3; question asking process 195–9; theories and strategies 189–90; videoconferencing system 188, 193–201 socio-material configuration 218–22 Sondergaard, D M 216 Southworth, G 29 space-time 5, 18, 77, 173, 181 ‘spectator view of knowledge’ speculative realism 68 speeding 75–7 Spradley, J P 193 The State Nobility (Bourdieu) 85–6 statistical analyses 116 STEM 34–7 Stetsenko, A 113 Stevens, H 64 stimulate critique 58 stimulated consciousness awakening 56–7 stimulated recall 57–8 stimulated recall data 12, 56 Strategic Leadership of ICT (SLICT) 37–8 structural change 7, 100 structure of feeling 159 subjectivity 12, 13, 22, 78, 169 subtraction theory 149 survey methods 115–16 syllogisms 109 symbolic violence 126 systematic-categorial dialectics 108–9 Taylor, C 10, 15, 22n4, 145–62, 163n1, 163n3, 163n8 teachers: headteachers 11, 17, 27–31, 33–43, 57, 58; practice of 52–5 technology practice 17, 166–85 temporality 5, 63–80, 89, 183, 187, 225; tempo-rhythm of practice 5; see also space-time tempo-rhythm of practice ‘theory as method’ 13–16 Theory Movement 40 Thompson, T L 200 Thomson, P 169–70 Thorndike, E L 157 Thrift, N 22n1 totalitarianism 32 tracking change 13 treatment of data 18, 104, 105, 112 Tummons, J 17 United Kingdom (UK) 35, 41, 131, 135, 139 United States 124, 125, 131–5, 139 unit of analysis 52, 113 universal levels, of generality 117 Urry, J 15 USA academic board equivalent bodies 132–3 validity 156, 167, 208, 213, 231; data 55 variation, between practices 92–6 verbatim theatre 19, 226, 230–2 videoconferencing system 17, 188, 193–201 video data 12, 177, 181 video methods: audiovisual recording equipment 173; video cameras 175, 189, 194; video data 12, 177, 181; videography/ic 9, 173; video in stimulated recall 12; videos of practice 12, 17, 58 visual data 169 voiceprint 230–1 Vygotsky, L S 52, 113, 114 Wasserman, J A 169 Weaver, J 63 welfare: welfare benefits 114, 118–20; welfare benefits workers 114–15, 118, 119; welfare entitlements 226 welfare entitlements 226 Wilson, E 72, 73 Wilson, K L 169 Winkley, D 40 Wired 64 within-country analysis 133 within-group analysis 14 250 Index within-group differentiation 88–9 Working the iceberg: A staffroom morality play (Doherty) 233–4, 239n1 writing: academic writing 18, 20, 213; accounts of research 2, 8, 18–20; research writing 18, 20, 21; scriptwriting 230; writing as an aspect of methodology 18; writing as method 18, 20, 167; writing practices 18–20; writing processes 207; writing story 19, 206, 207, 210; writing techniques 19 Wroblewski, A 22n5 Yanow, D 2, Yoon, E.-S 159 ... Beijing Normal University, China PR Practice Methodologies in Education Research Practice Methodologies in Education Research offers a fresh approach to researching practice in education Addressing... approach to researching practice in education, in fields as diverse as educational leadership, schooling, higher education, adult and workplace education and training, professional practice, and informal... Readings in Professional Practice, Routledge, London & New York Lynch, J, Rowlands, J, Gale, T & Skourdoumbis, A 2017b, ‘Introduction: Diffractive readings in practice theory’, in J Lynch, J Rowlands,