Disrupting Ethnography through Rhizoanalysis

Masny, Diana (2014) Disrupting Ethnography through Rhizoanalysis. Qualitative Research in Education, 3(3), pp. 345-363.

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Abstract

This article interrogates principles of ethnography in education proposed by Mills and Morton: raw tellings, analytic pattern, vignette and empathy. This article adopts a position that is uncomfortable, unconventional and interesting. It involves a deterritorialization/ rupture of ethnography in education in order to reterritorialize a different concept: rhizoanalysis, a way to position theory and data that is multi-layered, complex and messy. Rhizoanalysis, the main focus of this article is not a method. It is an approach to research conditioned by a reality in which Deleuze and Guattari disrupt representation, interpretation and subjectivity. In this article, Multiple Literacies Theory, a theoretical and practical framework, becomes a lens to examine a rhizomatic study of a Korean family recently arrived to Australia and attending English as a second language classes. Observations and interviews recorded the daily lives of the family. The vignettes were selected by reading data intensively and immanently through a process of palpation, an innovative approach to educational research. Rhizoanalysis proposes to abandon the given and invent different ways of thinking about and doing research and what might happen when reading data differently, intensively and immanently, through Multiple Literacies Theory. Rhizoanalysis, a game-changer in the way research can be conducted, affords a different lens to tackle issues in education through research.

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ID Code: 83122
Item Type: Journal Article
Refereed: Yes
Keywords: Deleuze, Guattari, Reading, immanence/becoming, assemblage, affect
DOI: 10.4471/qre.2014.51
ISSN: 2014 - 6418
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: 2014 Hypatia Press
Copyright Statement: This is an Open Access Journal distributed under the terms of the Creative Commons Attribution License.
Deposited On: 07 Apr 2015 04:15
Last Modified: 07 Apr 2015 22:02

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