Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education

Moxnes, A. and Osgood, Jayne ORCID: https://orcid.org/0000-0001-9424-8602 (2019) Storying diffractive pedagogy: reconfiguring groupwork in early childhood teacher education. Reconceptualizing Educational Research Methodology, 10 (1). pp. 1-13. ISSN 1892-042X

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Abstract

This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers’ cooperative work. Putting to work Haraway’s SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.

Item Type: Article
Research Areas: A. > School of Health and Education > Education
Item ID: 26073
Notes on copyright: Copyright (c) 2019 The authors
Useful Links:
Depositing User: Shams Sadiqi
Date Deposited: 23 Jan 2019 15:03
Last Modified: 26 Sep 2019 03:37
URI: https://eprints.mdx.ac.uk/id/eprint/26073

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