Abstract

This article problematizes conventional qualitative educational research through a process of reading observation and interview in rhizomatic research. Such an approach to doing research brings together Multiple Literacies Theory and rhizoanalysis, innovative practices with transdisciplinary implications. This article contributes to on-going research regarding the emergence of multiple literacies and rhizoanalysis as a way to experiment in disrupting conventional research concepts, in this case, observations and interviews. Rhizoanalysis is proposed because of its non-hierarchical and non-linear perspective to conducting qualitative research. In a similar manner, Multiple Literacies Theory seeks to release school-based literacy from its privileged position and unfold literacy as multiple and non-hierarchical. This theoretical and practical stance to educational research is deployed in an assemblage that includes a study of multiple writing systems with 5- to 8 –year- old multilingual children. Reading observation and interviews through the lens of rhizoanalysis and Multiple Literacies Theory becomes an exploration in reconceptualization of qualitative research.

Highlights

  • There is no sense in trying to oppose these dominant paradigms because we will never lack the things they prescribe... (Mozère, 2012 p.2)

  • Methodologies)n addition, the writings of Deleuze and Guattari have cast a gaze on the importance of ontology (May, 2005) that has disrupted conventional humanist perspective on knowledge, representation, binary logic and the centered subject

  • This article seeks to disrupt conventional notions of qualitative research such as observation and interview through concepts emerging from Multiple Literacies Theory, and rhizoanalysis (de- and re territorialization, assemblage, lines1 of social formation: molar, molecular, lines of flight)

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Summary

Entering in the middle

This article deterritorializes a conventional humanist approach to research in order to experiment doing qualitative research through rhizoanalysis. While there are many aspects of doing research that potentially deterritorialize, this article’s focus is on a rhizomatic approach that deand re- territorializes observation and interview in a research assemblage. The article maps multiple entries as it introduces Multiple Literacies Theory, a theoretical and practical framework in the process of becoming. It is a framework on becoming while engaged in the process of thinking differently about reading, text and sense. A entry is devoted to rhizoanalysis, the role of assemblage (agencement), that flows through and plugs into the reconceptualization of qualitative research, in particular, observation and interview, concepts of inquiry/for experimentation. A final entry (not a conclusion but an intermezzo) considers lines of flight (deterritorialization) in doing rhizoanalysis

Multiple Literacies Theory
Text and Sense
Reading a Research Assemblage
Participants
Reading transcripts
Stories and Drawings
From the familiar to the unfamiliar?
Affect and the Assemblage
Full Text
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