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Entangled Pedagogy in the Second Lan...

Peterson, Jack S.

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Entangled Pedagogy in the Second Language Classroom: An Ontographic Approach to Posthumanist, Arts-Based Inquiry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Entangled Pedagogy in the Second Language Classroom: An Ontographic Approach to Posthumanist, Arts-Based Inquiry./
Author:	Peterson, Jack S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	517 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Creative writing. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156780
ISBN:	9798698589099

Entangled Pedagogy in the Second Language Classroom: An Ontographic Approach to Posthumanist, Arts-Based Inquiry.
Peterson, Jack S.

Entangled Pedagogy in the Second Language Classroom: An Ontographic Approach to Posthumanist, Arts-Based Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 517 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2020.

This item must not be sold to any third party vendors.

The purpose of this dissertation is to explore the possibilities of poetry as a posthumanist research apparatus to contribute to a second language pedagogy of entanglement. The author received poems and lists of memories related to shared classroom spaces from forty six former students from three different pedagogical locations: Dalat, Vietnam; Seattle, Washington; and Upland, Indiana. Thinking alongside the agential realist philosophy of Karen Barad (2007), the translingual concept of affordance (Thoms, 2014; Van Lier, 2004), and research techniques from scholars in postqualitative inquiry, the author created twenty-one poetic techniques for relating to the submitted data. The result is a collection of collaborative poetry. The author also suggests that poetry as a posthumanist research apparatus is can be useful to teachers and researchers interested in relating more justly to students and participants due to the ability of posthumanist poetic research to operate in slowness, deal with the more-than-human, engage playfully, value words as apparatuses, show concern for boundary-making practices, remain open, practice collaboration, and hold loosely to concepts that can close off thinking. The author suggests that these qualities of the poetic apparatus can inform how a teacher engages in classroom pedagogy.

ISBN: 9798698589099Subjects--Topical Terms:

593924
Creative writing.
Subjects--Index Terms:

arts-based research

Entangled Pedagogy in the Second Language Classroom: An Ontographic Approach to Posthumanist, Arts-Based Inquiry.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
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520 $a The purpose of this dissertation is to explore the possibilities of poetry as a posthumanist research apparatus to contribute to a second language pedagogy of entanglement. The author received poems and lists of memories related to shared classroom spaces from forty six former students from three different pedagogical locations: Dalat, Vietnam; Seattle, Washington; and Upland, Indiana. Thinking alongside the agential realist philosophy of Karen Barad (2007), the translingual concept of affordance (Thoms, 2014; Van Lier, 2004), and research techniques from scholars in postqualitative inquiry, the author created twenty-one poetic techniques for relating to the submitted data. The result is a collection of collaborative poetry. The author also suggests that poetry as a posthumanist research apparatus is can be useful to teachers and researchers interested in relating more justly to students and participants due to the ability of posthumanist poetic research to operate in slowness, deal with the more-than-human, engage playfully, value words as apparatuses, show concern for boundary-making practices, remain open, practice collaboration, and hold loosely to concepts that can close off thinking. The author suggests that these qualities of the poetic apparatus can inform how a teacher engages in classroom pedagogy.
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