Educational Assemblages: encounters of teaching and learning components. Paula Lameu, School of Education Supervisors: Prof. Deborah Youdell, Dr. Ian McGimpsey Doctoral Research Conference

Outline Theme Problem Research questions Purposes Research Approach Research Methods Intended Route Scopes and Limits Impacts References

Theme The use of Information and Communication Technology (ICT) in education and its influence: in teaching and learning processes; and in the subjectification processes of teachers and students.

Problem There is an immanent vitality in ICT that has the capacity to orient the human and the non-human/inhuman to act. It has influenced teaching and learning processes in different ways in educational assemblages. It has also affected and been affected by other processes and actions, e.g. policies, exams, publishers, app developers.

Assemblage Theory Deleuze and Guattari (1984;1987) DeLanda (2006) Bennett (2010) Assemblages are wholes constituted by independent parts that together are coherent: individuals, objects, practices, relations, events and any other thing, human or inhuman, that may act as a component of educational process.

Research Question How does the use of ICT in education affect pedagogical processes and the subjectification of teachers and students – and is affected by them - if each of them is a component of the same assemblage and is equally vital?

Other Questions What are the gadgets related to technology in education? What is the policy related to the use of technology in education? Are there different meanings about what “the use of technology in education” is in different levels? Does the use of technology change anything in classroom (practice, behaviour, emotions, time)? Does this use influence the constitution of identity of teachers and students? If yes, how?

Purposes General: to map the productive forces of the uses of technology in assemblages of education. Specific : to investigate how teaching and learning processes influence these assemblages; to discuss the implications of the subjectification processes of teachers and students in these assemblages.

Research Approach Qualitative Study Flexible Design Case Study: Three different groups in three different schools in Birmingham. Primary School (Y5) Secondary School (Y10) 6th-form (Y12)

Methods Assemblage Ethnography (Youdell, 2014): Observation in loco; Video recording; Diary (notes during observation - description); Reflections (notes after observation – interpretation);

Methods Interview with students, teachers, head teachers, ICT experts…: Semi-structured questions. Secondary Data Analysis: Ofsted, UCAS, UK Department for Education and Employment, Census...

Intended route Literature Review (2014): Theory: New Materialism; Posthumanism; Assemblage Theory; Methodology: Case Study, Ethnography. Field Work (2015/2016): Term 2: Secondary School Term 3: Primary School Term 1: 6th-form Data analysis and Written phase (2016)

Scope and limits Contribute to the discussion of the use of ICT in education (Primary, Secondary and 6th-form); Contribute to the development of a new way of thinking – Assemblage Theory and New Materialism;

Impact Teachers and students’ practice and role; Policies about the use of ICT; Integration of different theories; Innovative research in the field of Education and Philosophy.

References Ahmed, S. (2010) “Orientations Matter”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.234-257. Bennett, J. (2010) Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke University Press. Braidotti, R. (2013) The Posthuman. Cambridge: Polity Press. Coleman, R. & Ringrose, J. (eds) (2013) Deleuze and Research Methodologies. Edinburgh: Edinburgh University Press. Connolly, W.E. The "New Materialism' and the Fragility of Things. Millennium-journal Of International Studies, 2013, Vol.41(3), pp.399-412. Coole, D. & Frost, S. (2010) New Materialisms: Ontology, Agency and Politics. Durham, NC: Duke University Press. DeLanda, M. A (2006) New Philosophy of Society – Assemblage Theory and Social Complexity. London: Bloomsbury. 2013. Deleuze, G. & Guattari, F. (1984) Anti-Oedipus: Capitalism and Schizophrenia. London: Bloomsbury, 2013. Deleuze, G. & Guattari, F. (1987) A Thousand Plateaus: Capitalism and Schizophrenia. London: Bloomsbury, 2013.

References Dolphin, R. & Tuin, I. van der (2012) New Materialism: Interviews & Cartographies. Michigan: Open Humanities Press. Frost, S. (2010) “Fear and the Illusion of Autonomy”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.158-177. Grosz, E. (2010) “Feminism, Materialism, and Freedom”, In Coole, D. & Frost, S. (ed.) New Materialisms: Ontology, Agency and Politics. Duke University Press. pp.139-157. Irni, S. The politics of materiality: Affective encounters in a transdisciplinary debate. European Journal of Women's Studies, 2013, Vol.20(4), pp.347-360. Mazzei, L. A. Materialist mappings of knowing in being: researchers constituted in the production of knowledge. Gender and Education, 2013, Vol.25(6), p.776-785.  Rautio, P. & Winston, J. Things and children in play – improvisation with language and matter. Discourse: Studies in the Cultural Politics of Education, 2013, p.1-12.  Schadler, C. Key practices of the transition to parenthood: The everyday figuration of parents' and children's bodies and personalities through the lens of a new materialist ethnography. Current Sociology, 2014, Vol.62(1), pp.114-131. Spanos, W. (1993) End of Education: Toward Posthumanism. Ingram Digital: University of Minnesota Press.

Thank you! paulalameu@gmail.com