Abstract

This article elaborates an intra-active approach to action research, with examples from a recently started action research project carried out in collaboration with three preschools. The aim of the article is to contribute to the discussion about how practice-based research for change can take shape. Therefore, these questions are asked: Which concepts are central and what is produced in intra-active action research? Which potentialities for change are enabled via an intra-active approach to action research? New materialism theories, starting with Barad, are used to rethink action research, focusing on collaboration, movements, and change. An analysis workshop within the project, starting in circular and horizontal movements, inspired by Deleuze and Guattari through the work of Lenz Taguchi, is revisited. The intra-actions in the workshop produce both generative and undermining processes. Therefore, the intra-active action research approach implies that staying in the complexity of practices, rather than seeking to reduce the ‘messiness’, holds potentialities for change that unwind from the middle.

Highlights

  • The aim of this article is to contribute to the discussion about how practice-based research for change can take shape by thinking design of an action research project with new materialism theories

  • This article focuses on the methodological considerations and implications involved when rethinking action research and performing intra-active action research

  • These questions are asked: Which concepts are central and what is produced in intra-active action research? Which potentialities for change are enabled via an intra-active approach to action research? These questions emerged as central in relation to the design of a research and preschool development project in which three preschools participated

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Summary

Introduction

The aim of this article is to contribute to the discussion about how practice-based research for change can take shape by thinking design of an action research project with new materialism theories. These theories are used to stay in the complexity of the world and recognise it as an important starting point to formulate relevant questions, find new solutions and create change (cf Juelskjaer, 2020; Lenz Taguchi, 2010). Three enterings are described in the following; these are not the only possible enterings but the ones I have chosen to act on and emphasise in relation to the purpose of this article

Methodological enterings
Entering entangled design for dialogues about teaching
Rethinking collaboration
Rethinking movement
Rethinking change
Author biography
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