Decentering the Researcher in Intimate Scholarship

KathrynStrom is an Assistant Professor of Educational Leadership atCalifornia State University, East Bay, USA. Her research interests include preparingeducators to work for social justice in classrooms and school systems, posthuman/materialisttheories, and post-qualitative methods of inquiry. Her recent work includes thebook Becoming-Teacher: A Rhizomatic Lookat First-Year Teaching and the development of a complex framework forteacher learning-practice for the International Consortium of MultilingualExcellence in Education.TammyMills is an Assistant Professorin the College of Education at the University of Maine, USA. Since joining theUniversity of Maine, she has taught a variety of teacher education courses withan emphasis on access, equity, and assessment. Tammy focuses her research onpre-service teachers preparing to teach in rural settings, and their (and herown) experiences growing up and experiencing schooling in rural contexts, usingnon-linear perspectives to guide her thinking and methodologies.Alan Ovens is an Associate Professor in the School ofCurriculum and Pedagogy at the University of Auckland, New Zealand. His researchinvestigates the complex nature of educational practice, with particularattention to critical pedagogy and social justice. His interests includeembodied learning, democratic forms of teaching, and digital technologies inteacher education.

• Introduction: Decentering the Researcher in Intimate Scholarship; Kathryn Strom, Tammy Mills, & Alan OvensAffective Reverberations: The Methodological Excesses of a Research Assemblage; Adrian D. Martin Teaching in, Relating in, and Researching in Online Teaching: The Desiring Cartographies of Two Second Language Teacher Educator Becomings; Francis Bangou and Stephanie Arnott We, Monsters: An Autoethnographic Literature Review of Experiences in Doctoral Education Programs; Jordan Corson and Tara Schwitzman Decentering the ‘Self’ in Self-Study of Professional Practices: A Working Research Assemblage; Mats Melvold Hordvik, Lars Tore Ronglan, Ann MacPhail and Deborah Tannehill New Materialist Auto-ethico-ethnography: Agential-realist Authenticity and Objectivity in Intimate Scholarship; Chau Vu Narrative Mining: A Poststructural Autoethnographic Method for Exploring Race and Identity in the Urban Classroom; John Wamsted The Luxury of Vulnerability: Reflexive Inquiry as Privileged Praxis; Tricia M. Kress & Kimberly J. Frazier-BoothThe Rhizomes of Academic Practice: Culturally and Linguistically Diverse Students Negotiating Learning and Belonging; Radha Iyer Pedagogy, Naked and Belated: Disappointment as Curriculum Inquiry; Brandon Sams Art as a ‘Thing that Does’: Creative Assemblages, Expressive Lines of Flight, and Becoming-Cosmic-Artisan in Teacher Education; Kay Sidebottom and David Ball Becoming-with/in Educational Research: Minor Accounts as Care-Full Inquiry; Maria Wallace Affirmative Ethics, Posthuman Subjectivity, and Intimate Scholarship: A Conversation with Rosi Braidotti; Rosi Braidotti Decentering Subjectivity After Descartes: A Conversation with Michael Peters; Michael Peters Encounters and Materiality in Intimate Scholarship: A Conversation with Maggie MacLure; Maggie MacLure Deleuzoguattarian Decentering of the Eye/I: A Conversation with Jessica Ringrose and Shiva Zarabadi; Jessica Ringrose and Shiva Hassan-Zarabadi

Researchers mostly in education but also other social sciences address the problem that intimate research-qualitative research directly engaging the personal experience, knowledge, and/or practice of the researchers in the research-risks the self becoming sole focus of the research. They explore ways for researchers to decenter themselves, so they are just one part in a larger process that they are studying. Their topics include an autoethnographic literature review of experiences in doctoral education programs, new materialist auto-ethico-ethnography: agential-realist authenticity and objectivity in intimate scholarship, the rhizomes of academic practice: culturally and linguistically diverse students negotiating learning and belonging, becoming-with/in educational research: minor accounts as care-full inquiry, and Deleuzo-Guattarian decentering of the I/eye: a conversation with Jessica Ringrose and Shiva Zarabadi.