Entangled agencies: a rhizomatic exploration of assemblages from a global studies classroom
| dc.contributor.author | Beyak, Timothy Shawn | |
| dc.contributor.examiningcommittee | Babiuk, Gary (Education) | en_US |
| dc.contributor.examiningcommittee | Morin, Francine (Education) | en_US |
| dc.contributor.supervisor | Honeyford, Michelle (Education) | en_US |
| dc.date.accessioned | 2021-01-08T21:57:01Z | |
| dc.date.available | 2021-01-08T21:57:01Z | |
| dc.date.copyright | 2021-01-04 | |
| dc.date.issued | 2021 | en_US |
| dc.date.submitted | 2021-01-05T04:47:56Z | en_US |
| dc.degree.discipline | Curriculum, Teaching and Learning | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | Practitioner research avails new potentials for knowing about one’s own practice and pedagogy beyond the duality of empiricist studies. The (post)human turn has brought about new ways of doing inquiry. This study was a (post)qualitative analysis—a rhizoanalysis—of assemblages that involve entanglements of human/nonhuman/living/nonliving/organic/inorganic agents in relation to my global studies classroom. This rhizoanalysis—the method used to explore the assemblages and agents in this inquiry—was performative. This rhizoanalysis was a transformative method for social action where the research here reported unfolded through intra- actions with the world—my students/community members/materials/data/discourses/ideas—and informed new ways for thinking about my pedagogy and practice and new ways of being/doing/becoming in relation to my teaching and my students’ learning. The goal of this research study was threefold: to explore what emerged when I considered the global studies classroom as a space of entanglement; to explore what emerged when I employed a diffractive methodological approach; and to explore what newness, surprise, and unpredictable understandings emerge from the entangled material-discursive assemblages of my global studies classroom. The findings show that there is much to learn from rhizomatic and diffractive methods when applied as performative and transformative research methods. The implications of the study will guide my pedagogy and practice and could guide other teachers in their practices and pedagogies too. | en_US |
| dc.description.note | February 2021 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/35192 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Entanglement | en_US |
| dc.subject | Rhizoanalysis | en_US |
| dc.subject | Diffractive analysis | en_US |
| dc.subject | Material-discursive | en_US |
| dc.subject | Global studies | en_US |
| dc.subject | Global issues | en_US |
| dc.subject | History of Canada | en_US |
| dc.title | Entangled agencies: a rhizomatic exploration of assemblages from a global studies classroom | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |