Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies
<p align="LEFT"><span style="font-size: medium;">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 Literac...
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| Format: | Article |
| Language: | English |
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Oslo University College
2015-06-01
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| Series: | Reconceptualizing Educational Research Methodology |
| Online Access: | https://journals.hioa.no/index.php/rerm/article/view/1422 |
| _version_ | 1818807069273227264 |
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| author | Diana Masny |
| author_facet | Diana Masny |
| author_sort | Diana Masny |
| collection | DOAJ |
| description | <p align="LEFT"><span style="font-size: medium;">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. </span></p> |
| first_indexed | 2024-12-18T19:19:48Z |
| format | Article |
| id | doaj.art-beca7f6dffde471c995dcf4712536b6f |
| institution | Directory Open Access Journal |
| issn | 1892-042X |
| language | English |
| last_indexed | 2024-12-18T19:19:48Z |
| publishDate | 2015-06-01 |
| publisher | Oslo University College |
| record_format | Article |
| series | Reconceptualizing Educational Research Methodology |
| spelling | doaj.art-beca7f6dffde471c995dcf4712536b6f2022-12-21T20:56:02ZengOslo University CollegeReconceptualizing Educational Research Methodology1892-042X2015-06-016110.7577/rerm.1422917Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literaciesDiana Masny<p align="LEFT"><span style="font-size: medium;">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. </span></p>https://journals.hioa.no/index.php/rerm/article/view/1422 |
| spellingShingle | Diana Masny Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies Reconceptualizing Educational Research Methodology |
| title | Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies |
| title_full | Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies |
| title_fullStr | Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies |
| title_full_unstemmed | Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies |
| title_short | Problematizing qualitative educational research: reading observations and interviews through rhizoanalysis and multiple literacies |
| title_sort | problematizing qualitative educational research reading observations and interviews through rhizoanalysis and multiple literacies |
| url | https://journals.hioa.no/index.php/rerm/article/view/1422 |
| work_keys_str_mv | AT dianamasny problematizingqualitativeeducationalresearchreadingobservationsandinterviewsthroughrhizoanalysisandmultipleliteracies |