Place-based inquiry – the art of being an inhabitant-researcher

Lynch, Julianne 2015, Place-based inquiry – the art of being an inhabitant-researcher, in 2015 Symposium for Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education, Deakin University, Melbourne, Vic..

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Title Place-based inquiry – the art of being an inhabitant-researcher
Author(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Conference name Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education. Symposium (2015 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 2015/11/25 - 2015/11/26
Title of proceedings 2015 Symposium for Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education
Publication date 2015
Publisher Deakin University
Place of publication Melbourne, Vic.
Keyword(s) research methodology
ethnography
place-based learning
educational technology
practice theory
Summary In this presentation, I draw on my research encounters with schools and classrooms, together with contemporary movements in social theory and research, to propose a conceptualisation of ‘place-based inquiry’. Three areas of theory are drawn upon: (1) ‘Practice’ ontologies and associated moves towards ‘philosophical-empirical inquiry’ (Green & Hopwood, 2015) provide a warrant for thinking more closely and looking more closely in social research; (2) more-than-representational theory (Anderson & Harrison, 2010) problematizes the notion of the work and impacts of research, raising implications for the ambitions of research undertakings; and, (3) place-based pedagogies (e.g., Gruenewald, 2003) support a sentiment and model for an openly transformational social inquiry. These synergistic areas of theory are used here to frame a practice that recognises the more-than-representational work of research and how this work might be harnessed in more explicit and more deliberate ways to support educational change. I tentatively characterise this practice as that of an inhabitant-researcher, drawing on Orr’s (1992, p. 130) distinction between residing and inhabiting, where inhabiting involves “mutually nurturing relationship with a place”. The inhabitant-researcher attempts to engage research participants in both decolonising and reinhabiting encounters, and to make contributions that are both critical and generative, representational and more-than-representational.
Notes Keynote Presentation
Language eng
Field of Research 130105 Primary Education (excl Maori)
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E3.1 Extract of paper
ERA Research output type X Not reportable
Copyright notice ©2015, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088651

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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