Having decided to attempt to describe certain phenomena on Twitter as learning assemblage, I now find myself in somewhat of a quandary. Earlier yesterday, whilst teaching a group of undergrad BEd with Science QTS students about circular motion, we were discussing the importance of sketching free-body diagrams to aid understanding and problem solving. So perhaps it’s the scientist in me that generates the proclivity to want to summarise situations by using visualisations of one sort or another. A quick scan through the back catalogue of this blog will reveal many examples, however I now find myself struggling and somewhat dissatisfied.
I’ve recently been drafting vignettes in which I describe groups and activity on Twitter as assemblage, but I feel the need to produce a visualisation which captures a sense of what that is. The problem of course is that I’m trying to render assemblage, a dynamic process, as a static representation. But why should that be a problem? That’s precisely what I’ve been doing when producing physics free-body diagrams isn’t it? Representing a dynamic situation through a static diagram?
Two questions one of my supervisors posed in the feedback on a recent draft thesis section I’d submitted. Despite knowing this was playfully provocative, I’m only too well aware that I need to be able to answer questions like this, whatever their intention. In response, I first need to clarify what learning is within the context of my study. Although there’s an imperative to lay that out within my thesis, I haven’t yet done so because I’ve been wrestling with how learning is conceived through a sociomaterial perspective. What better time to grasp that nettle?
What constitutes learning is often unproblematically taken for granted amongst most educators, however, during twenty years of teaching I can’t recall ever discussing it explicitly as an isolated concept. Read More »
Several happenstances intersected to bring me to the point where I’m embarking on a different approach to my analysis which is more coherent with my overall study, as I outlined here. The purpose of this post is to put a little more flesh on the bones of the initial phase in which I explore data.
There were two strands which, though unconnected, brought me to this point. The first, as I mentioned in the previous post, was Martina mentioning the process of ‘data walking’ by Eakle (2007). The second was exchanges with Deborah, and me becoming intrigued by her blog title, the édu flâneuse and then captured by the quote with which she subtitles it:
“For the perfect flâneur, for the passionate observer, it’s an immense pleasure to take up residence in multiplicity, in whatever is seething, moving, evanescent and infinite: you’re not at home, but you feel at home everywhere, you’re at the centre of everything yet you remain hidden from everybody.” Baudelaire
When I began to explore further, there seems to a small but significant (and eclectic) body of research which draws on the notion of the flâneur in different ways. First it might help if I outline the origins:Read More »
Michael Johnson met Jess Ennis-Hill in a recent BBC documentary about the London Olympics 2012 ‘Super Saturday,’ as we in the UK came to call it. Michael came up to Sheffield to speak with Jess, so there were a few shots from around the city. In the programme, Jess, Mo and Greg spoke about their experiences of the day, and their lives subsequently. From here I could of course take this in the direction of the grit and determination these three folks showed. How they overcame adversity, fought back and earned the rewards they so richly deserved … and then of course relate that to studying for a PhD … but no.Read More »
At my last meeting, one of my supervisors suggested a book that he thought might inform my methodological chapter (whatever it ultimately gets called!): “Sociology and the New Materialism: Theory, Research, Action” by Fox and Alldred (2016). At the heart of the book is the notion that we might problematise the human as being central to the research endeavour. Someone must conduct the research, right? What Fox and Alldred offer however is a less anthropocentric view, where knowledge, rather than being revealed or constructed by a researcher, is produced by an “assemblage of things, people, ideas, social collectivities and institutions.” Here then I’ll try to summarise what I’ve learned from the book and what implications it might have for my research musings.Read More »
As I mentioned previously, one of the outcomes of my last supervisory meeting was that I need to produce an overview or summary of how my analysis will be conducted. An extension if you will to the doc in which I summarised my data:
I was catching up with episode three of Loose Learners whilst out running yesterday. Mariana and John were discussing the (mis?)use of social media for sharing, or what for some might be more accurately termed bragging, selling or self-promoting. It was suggested that people come to Twitter with different models of how they intend to use it. Some see it as a purely broadcasting medium, others amplify the content of others, whilst many see it as a place to interact. Perhaps it’s not quite so clear cut and many participants do some of each at different times? I tend to see the ‘fine line’ between bragging and sharing that Mariana and John were suggesting, as an awful lot wider … and fuzzier!. That fuzziness arises as a combination of the ‘intent’ of the user that Mariana described, and the expectations of the recipient. A particular user might have a specific purpose in mind when tweeting something out, but whether that’s perceived as sharing, bragging or self-promotion will also depend on the internal compass within the recipient and what they find acceptable.Read More »
As I prepare for my supervisory meeting this week, I’m reminded of the previous meeting when I offered this rendering (It’s a much smaller version of the full one and I’m far from happy with the way it displays what I want, but … well, compromise!). It’s an attempt to show some of the activity I’ve been engaged in as a participant observer, but also a little more than that. It serves several functions, providing:
a visual record of what came to my attention and whether I chose to interact;
direct hyperlinks back to the tweets, sites, posts or comments i.e. the original data which attracted my gaze;
a precis of the information/data behind that data point;
my observational comments – why it attracted my attention, what I thought and what I did; and
a kickstart of the process of analysis.
This sits alongside a slightly more conventional set of field notes, although much more brief than the notes which might usually accompany field work. I didn’t see them as needing to capture all the rich detail of the people in view – what they were doing and trying to achieve, what and how they communicated and so on. My notes certainly bear little resemblance to those of traditional ethnography, but then this isn’t a traditional ethnography.Read More »
Another of the areas that I was advised to take a look at during my last doctoral supervision meeting was that of ethnomethodology. I guess that was on the basis of how I was describing my unfolding approach. I have to confess that, other than being aware of the term, I knew little else about ethnomethodology, so here’s a brief summary of what I’ve found.Read More »
As I was writing the preceding post in which I introduced chronotopes and the notion of timespace, as a former physics teacher, I couldn’t help but reflect on Bakhtin’s inspiration, Einstein’s spacetime. I suspect that after poaching the idea of time and space being interwoven and co-constitutive, Bakhtin took the physics no further. I wondered therefore whether there might be other aspects of the physics concept that might be usefully ported across to the sociolinguistic.Read More »