Karin Murris – författare

Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research.

Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the book offers a postqualitative reimagining of traditional research processes. In doing so, it guides readers through the contestation of binaries, innovative concepts, and the practical provocations that make up the postqualitative terrain. It orients the researcher in the ontological re-turn also by considering Indigenous knowledges, African, Eastern and young children’s philosophies. The style itself is postqualitative through diffractive engagements by the authors and the website includes some examples of the practical provocations described in the book that give an imaginary of how postqualitative research can be taught and enacted.

This book is an essential resource for novice as well as experienced researchers working both within and across disciplines in higher education.

More information and pocasts for this book can be found at

https://postqualitativeresearch.com/series-overview/navigating-the-postqualitative-new-materialist-and-critical-posthumanist-terrain-across-disciplines-an-introductory-guide-2/

Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research.

Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the book offers a postqualitative reimagining of traditional research processes. In doing so, it guides readers through the contestation of binaries, innovative concepts, and the practical provocations that make up the postqualitative terrain. It orients the researcher in the ontological re-turn also by considering Indigenous knowledges, African, Eastern and young children’s philosophies. The style itself is postqualitative through diffractive engagements by the authors and the website includes some examples of the practical provocations described in the book that give an imaginary of how postqualitative research can be taught and enacted.

This book is an essential resource for novice as well as experienced researchers working both within and across disciplines in higher education.

More information and pocasts for this book can be found at

https://postqualitativeresearch.com/series-overview/navigating-the-postqualitative-new-materialist-and-critical-posthumanist-terrain-across-disciplines-an-introductory-guide-2/

A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines gives novices and experienced researchers clear and comprehensible introductions to theories, paradigm shifts and key concepts in postqualitative, feminist new materialist and critical posthumanist research.

The ten authors, who have a wealth of experience of teaching and conducting postqualitative research, have explored 72 key concepts and binaries. Supported by links to the series website (https://postqualitativeresearch.com/), this user-friendly glossary contains short entries of the main concepts, binaries and verbs in this field of research. The series website gives practical provocations that characterize the postqualitative terrain. Disrupting the theory/practice divide, the Glossary provides a postqualitative reimagining of traditional research processes while guiding readers through the contestation of binaries and innovative concepts.

The Glossary is an accessible and introductory guide for novice qualitative researchers, and is of use to established academics already working with postqualitative approaches. It is an indispensable companion to the primary texts and original sources by theorists discussed in this and other books in the series.

A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines gives novices and experienced researchers clear and comprehensible introductions to theories, paradigm shifts and key concepts in postqualitative, feminist new materialist and critical posthumanist research.

The ten authors, who have a wealth of experience of teaching and conducting postqualitative research, have explored 72 key concepts and binaries. Supported by links to the series website (https://postqualitativeresearch.com/), this user-friendly glossary contains short entries of the main concepts, binaries and verbs in this field of research. The series website gives practical provocations that characterize the postqualitative terrain. Disrupting the theory/practice divide, the Glossary provides a postqualitative reimagining of traditional research processes while guiding readers through the contestation of binaries and innovative concepts.

The Glossary is an accessible and introductory guide for novice qualitative researchers, and is of use to established academics already working with postqualitative approaches. It is an indispensable companion to the primary texts and original sources by theorists discussed in this and other books in the series.

In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad’s agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduate and other researchers at a research event held in 2017 at Cape Town, South Africa.

It features chapters that have been contributed by seminar delegates and organisers, which put forth the continuing impact that Karen Barad has had on their empirical work, research writing and drawing practices. The text further discusses the ethical and political significance of Karen’s work, especially in the context of de/colonizing South African higher education. The chapters offer a series of worked posthumanist pedagogical examples and describe how a research seminar was organised differently and more in line with Baradian radical philosophy. At its heart, this book makes a methodological and pedagogical contribution to the surge in literature on agential realism, whilst simultaneously challenging dominant research binaries and arguing for a more egalitarian way of working together in knowledge-creation by troubling human and more-than-human hierarchies. The book’s uniqueness is further fortified through its description of in/formal conversations, which are diffracted through chapters, a doing of agential realism to reconfigure relationships between lecturer and student, expert and novice, supervisor and supervised, researcher and research participants. These radical conversations are dis/continuing.

This book will be invaluable for students and individuals interested in advancing their understanding of agential realism and Karen Barad’s influence at large, as well as students and scholars interested in postqualitative methods in all disciplines.

In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad’s agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduate and other researchers at a research event held in 2017 at Cape Town, South Africa.

It features chapters that have been contributed by seminar delegates and organisers, which put forth the continuing impact that Karen Barad has had on their empirical work, research writing and drawing practices. The text further discusses the ethical and political significance of Karen’s work, especially in the context of de/colonizing South African higher education. The chapters offer a series of worked posthumanist pedagogical examples and describe how a research seminar was organised differently and more in line with Baradian radical philosophy. At its heart, this book makes a methodological and pedagogical contribution to the surge in literature on agential realism, whilst simultaneously challenging dominant research binaries and arguing for a more egalitarian way of working together in knowledge-creation by troubling human and more-than-human hierarchies. The book’s uniqueness is further fortified through its description of in/formal conversations, which are diffracted through chapters, a doing of agential realism to reconfigure relationships between lecturer and student, expert and novice, supervisor and supervised, researcher and research participants. These radical conversations are dis/continuing.

This book will be invaluable for students and individuals interested in advancing their understanding of agential realism and Karen Barad’s influence at large, as well as students and scholars interested in postqualitative methods in all disciplines.

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured all the way down from what counts as ‘data’, ‘tools’, ‘instruments’, ‘transcription’, research sites’, ‘researchers’, to notions of responsibility and accountability in qualitative research. Through a series of vignettes involving complex human and more-than-human collaborators (e.g., GoPros, octopus, avatars, diaries, sackball, LEGO bricks), the authors challenge who and what can be playful and creative across contexts in the global north and global south. The diffractive methodology enacted interrupts Western developmental notions of agency that are dominant in research involving young children.

The concept of ‘postdigital’ offers fresh opportunities to disrupt dominant understandings of children’s play. Play emerges as an enigmatic and shape-shifting human and more-than-human agentic force that operates beyond digital/non-digital, online/ offline binaries. By attuning to race, gender, age and language, invisible and colonising aspects of postdigital worldings the authors show how global education research can be reimagined through a posthumanist decentering of children without erasure.

Postdigital Play and Global Education puts into practice Karen Barad’s agential realism, but also a range of postdevelopmental and posthumanist writings from diverse fields. The book will be of particular interest to researchers looking for guidance to enact agential realist and posthumanist philosophies in research involving young children.

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured all the way down from what counts as ‘data’, ‘tools’, ‘instruments’, ‘transcription’, research sites’, ‘researchers’, to notions of responsibility and accountability in qualitative research. Through a series of vignettes involving complex human and more-than-human collaborators (e.g., GoPros, octopus, avatars, diaries, sackball, LEGO bricks), the authors challenge who and what can be playful and creative across contexts in the global north and global south. The diffractive methodology enacted interrupts Western developmental notions of agency that are dominant in research involving young children.

The concept of ‘postdigital’ offers fresh opportunities to disrupt dominant understandings of children’s play. Play emerges as an enigmatic and shape-shifting human and more-than-human agentic force that operates beyond digital/non-digital, online/ offline binaries. By attuning to race, gender, age and language, invisible and colonising aspects of postdigital worldings the authors show how global education research can be reimagined through a posthumanist decentering of children without erasure.

Postdigital Play and Global Education puts into practice Karen Barad’s agential realism, but also a range of postdevelopmental and posthumanist writings from diverse fields. The book will be of particular interest to researchers looking for guidance to enact agential realist and posthumanist philosophies in research involving young children.