A diffractive and decolonising reading methodology for education research
| Autor: | Robin Bellingham |
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| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Australian Journal of Environmental Education. 38:375-387 |
| ISSN: | 2049-775X 0814-0626 |
| DOI: | 10.1017/aee.2022.24 |
| Popis: | For white settler researchers aiming to contribute to the work of decolonising education, actively seeking ways to disturb and destabilise long-held onto-epistemological assumptions associated with colonial modernity is important. In this article I investigate how these disturbances might occur in a diffractive and decolonising reading methodology. I outline two prior diffractive reading experiences that drew on decolonial theory and Barad’s diffraction theory: A situated inquiry of the Great Barrier Reef as a pedagogical agent; and a reading of Australian teacher education policy through military imaginaries. In this article I read these prior diffractive reading experiences through one another, attending to further methodological patterns. I identify two connected methods of defamiliarisation that are generative for destabilising colonising ways of knowing, norms and thinking in education. These are: Bringing ostensibly different phenomena together in diffractive relations with one another; and reading difference in the spirit of companionship, that is, in an orientation to learning from difference rather than to master difference. I suggest that if education continues to rely on and wield the same modern critical tools that support colonial-capitalist systems it will be unable to recognise, address and reimagine the continued violence of these systems. |
| Databáze: | OpenAIRE |
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