Playing in the gym, boxing in the classroom: A diffractive approach to music, embodiment and affect in childhood

Autores/as

DOI:

https://doi.org/10.12795/revistafuentes.2024.24597

Palabras clave:

Educación, Infancia, Proceso de aprendizaje, Sonido, Música, Aula, Alfabetización, Juego

Resumen

Embracing the more-than-human paradigm in educational research allows to attend the intricacy and multilplicity of classroom situations. This research focuses on a music event in a primary education classroom in which several agents intertwine. Thinking-with-theory upon this event allows us to create new knowledge and to avoid limiting strategies that often insist on what is already known. Data is presented as an audiovisual vignette, and a multi-layered diffractive analysis is applied, where bodies, sound, movement and memory entangle, and where affective encounters in/through music emerge. Each diffraction enables us to regard the event from multiple lenses, drawing on more-than-human and new-materialist concepts such as affect, spacetimemattering and intra-action. Through this analysis, the research delves deep into the convergence of materializations and embodiments within a child's apparent distraction, revealing the nuanced ways in which children derive meaning through their bodies, sound, space, memory, and affect. In this process, it is possible to reflect beyond representational logic perpetuated by adults and teachers at school, and to attain a deeper understanding of the embodied essence of meaning-making. We provide insights into how children make meaning in/through/with bodies, sound, space, memory and affect, and how they escape the fixed relations of the classroom as proposed by adults/teachers.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Adams, E. C., and Kerr, S. L. (2021). Always already there: theorizing an intra-disciplinary social study. Pedagogies: An International Journal, 1-20. https://doi.org/10.1080/1554480X.2020.1870470

Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Duke University Press.

Barad, K. (2013). Ma(r)king time: material entanglements and re-memberings: cutting together-apart. In P. R. Carlile, D. Nicolini, A. Langley, and H. Tsoukas (Eds.), How matter matters: Objects, artifacts, and materiality in organization studies, (pp. 16-31). Oxford University Press.

Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168-187. https://doi.org/10.1080/13534645.2014.927623

Bennet, J. (2010). Vibrant Matter. A Political Ecology of Things. Duke University Press.

Boldt, G., and Leander, K. (2017). Becoming through ‘the break’: A post-human account of a child’s play. Journal of Early Childhood Literacy, 17(3), 409-25. https://doi.org/10.1177/1468798417712104

Boldt, G., and Leander, K. (2020). Affect theory in reading research: imagining the radical difference. Reading Psychology, 41(6), 515-532. https://doi.org/10.1080/02702711.2020.1783137

Braidotti, R. (2013). The Posthuman. Polity Press.

Brownell, C. J. (2019). Sound the alarm!: Disrupting sonic resonances of an elementary English language arts classroom. Curriculum Inquiry, 49(5), 551-572. https://doi.org/10.1080/03626784.2019.1671137

Buchanan, I. (2021). Assemblage Theory and Method: An Introduction and Guide. Bloomsbury Academic.

Burnard, P., Colucci-Gray, L., and Sinha, P. (2021). Transdisciplinarity: letting arts and science teach together. Curriculum Perspectives, 41, 113-118. https://doi.org/10.1007/s41297-020-00128-y

Coole, D., and Frost, S. (2010). Introducing the new materialism. In D. Coole and S. Frost (Eds.), New Materialisms: Ontology, Agency, and Politics (pp. 1-43). Duke University Press.

Deleuze, G., and Guattari, F. (2004). A Thousand Plateaus: Capitalism and Schizophrenia. Continuum.

Dernikos, B. P. (2020). Tuning into ‘fleshy’ frequencies: A posthuman mapping of affect, sound and de/colonized literacies with/in a primary classroom. Journal of Early Childhood Literacy, 20(1), 134-157. https://doi.org/10.1177/1468798420914125

Dernikos, B. P., Lesko, N., McCall, S. D., and Niccolini, A. (2020). Feeling education. In B. P. Dernikos, N. Lesko, S. D. McCall, and A. Niccolini (Eds.), Mapping the Affective Turn in Education (pp. 149-163). Routledge.

Ellingson, L. L., and Sotirin, P. (2020). Making Data in Qualitative Research: Engagements, Ethics, and Entanglements. Routledge.

Elwick, A., Burnard, P., Osgood, J., Huhtinen-Hildén, L., and Pitt, J. (2020). Young children’ s experiences of music and soundings in museum spaces: Lessons, trends and turns from the literature. Journal of Early Childhood Research, 18(2), 174-188. https://doi.org/10.1177/1476718X19888717

Gallagher, M. (2011). Sound, space and power in a primary school. Social and Cultural Geography, 12(1), 47-61. https://doi.org/10.1080/14649365.2011.542481

Gallagher, M. (2016). Sound as affect: Difference, power, and spatiality. Emotion, Space and Society, 20(0), 42-48. https://doi.org/10.1016/j.emospa.2016.02.004

Gallagher, M., Hackett A., Procter, L., and Scott, F. (2018). Vibrations in place: sound and language in early childhood literacy practices. Educational Studies, 54(4), 465-482. https://doi.org/10.1080/00131946.2018.1476353

Gershon, W. S. (2013). Vibrational affect: Sound theory and practice in qualitative research. Cultural Studies - Critical Methodologies, 13(4), 257-262. https://doi.org/10.1177/1532708613488067

Gershon, W. S. (2016). The sound of silence: The material consequences of scholarship. In N. Snaza, D. Sonu, S. E. Truman, and Z. Zaliwska (Eds.), Pedagogical Matters. New Materialisms and Curriculum Studies (pp. 75-89). Peter Lang.

Gershon, W. S. (2018). Sound Curriculum. Sonic Studies in Educational Theory, Method & Practice. Routledge.

Gershon, W. S., and Appelbaum, P. M. (2020). Sonic Studies in Educational Foundations: Echoes, Reverberations, Silences, Noise. Routledge.

Green, J. L., and Bloome, D. (2005). Ethnography and ethnographers of and in education: A situated perspective. In J. Flood, D. Lapp, S. B. Heath (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (pp. 181-202). Lawrence Erlbaum.

Guyotte, K. W., Flint, M. A., Kidd, B. G., Potts, C. A., Irwin, A. J., and Bennett, L. A. (2020). Meanwhile: posthuman intra-actions in/with a post-qualitative readings class. Qualitative Inquiry, 26(1), 109-121. https://doi.org/10.1177/1077800419868497

Hackett, A. (2022). Beyond transparency: more-than-human insights into the emergence of young children’s language. Literacy, 56(3), 244-252. https://doi.org/10.1111/lit.12297

Hackett, A., MacLure, M., and McMahon, S. (2020). Reconceptualising early language development: matter, sensation, and the more-than-human. Discourse, 42(6), 913-929. https://doi.org/10.1080/01596306.2020.1767350

Hackett, A., Pahl, K., and Pool, S. (2017). In amongst the glitter and the squashed blueberries: crafting a collaborative lens for children’s literacy pedagogy in a community setting. Pedagogies: An International Journal, 12(1), 58-73. https://doi.org/10.1080/1554480X.2017.1283994

Hackett, A., and Rautio, P. (2019). Answering the world: young children’s running and rolling as more-than-human multimodal meaning making. International Journal of Qualitative Studies in Education, 32(8), 1019-1031. https://doi.org/10.1080/09518398.2019.1635282

Hackett, A., and Somerville, M. (2017). Posthuman literacies: Young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy, 17(3), 374-391. https://doi.org/10.1177/1468798417704031

Henriques, J. (2010). The vibrations of affect and their propagation on a night out on Kingston’s dancehall scene. Body & Society, 16(1), 57-89. https://doi.org/10.1177/1357034X09354768

Hristova, M., Ferrándiz, F., and Vollmeyer, J. (2020). Memory worlds: Reframing time and the past – An introduction. Memory Studies, 13(5), 777-791. https://doi.org/10.1177/1750698020944601

Jackson, A. Y., and Mazzei, L. A. (2023). Thinking with Theory in Qualitative Research. Viewing data across multiple perspectives. 2nd Edition. Routledge.

Jusslin, S., and Østern, T. P. (2020). Entanglements of teachers, artists, and researchers in pedagogical environments: A new materialist and arts-based approach to an educational design research team. International Journal of Education and the Arts, 21(26), 1-28. https://doi.org/10.26209/ijea21n26

Kirby, P. (2020). Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on- task’ primary classroom. Pedagogy, Culture & Society, 28(3), 445-461. https://doi.org/10.1080/14681366.2019.1650390

Kuby, C. R., and Rowsell, J. (2017). Early literacy and the posthuman: Pedagogies and methodologies. Journal of Early Childhood Literacy, 17(3), 285-296. https://doi.org/10.1177/1468798417715720

Kuby, C. R., Spector, K., and Thiel, J. J. (2018). Posthumanism and Literacy Education. Routledge.

Lenters, K., and McDermott, M. (2019). Affect, Embodiment, and Place in Critical Literacy: Assembling Theory and Practice. Routledge. https://doi.org/10.4324/9780429027840

MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658-667. https://doi.org/10.1080/09518398.2013.788755

MacLure, M. (2016). The refrain of the a-grammatical child: finding another language in/for qualitative research. Cultural Studies ↔ Critical Methodologies, 16(2), 173-182. https://doi.org/10.1177/1532708616639333

MacRae, C. (2020). Tactful hands and vibrant mattering in the sand tray. Journal of Early Childhood Literacy, 20(1), 90-110. https://doi.org/10.1177/1468798420901858

Massumi, B. (2015). Politics of Affect. Polity Press.

Mazzei, L. A., and Jackson, A. Y. (2023). Inquiry as unthought: The emergence of thinking otherwise. Qualitative Inquiry 29(1), 168-178. https://doi.org/10.1177/10778004221096854

Murris, K. (2016). The Posthuman Child: Educational transformation through philosophy with picturebooks. Routledge.

Murris, K. (2021). Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. Routledge.

Murris, K. (2022). Karen Barad as Educator: Agential Realism and Education. Springer.

Murris, K., and Bozalek, V. (2019). Diffraction and response-able reading of texts: the relational ontologies of Barad and Deleuze. International Journal of Qualitative Studies in Education, 32(7), 872-886. https://doi.org/10.1080/09518398.2019.1609122

Murris, K., and Kohan, W. (2021). Troubling troubled school time: Posthuman multiple temporalities. International Journal of Qualitative Studies in Education, 34(7), 581-597. https://doi.org/10.1080/09518398.2020.1771461

Powell, S., and Somerville, M. (2020). Drumming in excess and chaos: music, literacy and sustainability in early years learning. Journal of Early Childhood Literacy, 20(4), 839-861. https://doi.org/10.1177/1468798418792603

Price, C., and Chao, S. (2023). Multispecies, More-than-Human, Non-Human, Other-than-Human: Reimagining idioms of animacy in an age of planetary unmaking. Exchanges: The Interdisciplinary Research Journal, 10(2), 177-193. https://doi.org/10.31273/eirj.v10i2.1166

Rautio, P. (2018). Theory that cats have about swift louseflies. In C. R. Kuby, K. Spector, and J. J. Thiel (Eds.), Posthumanism and Literacy Education (pp. 228-234). Routledge.

Revill, G. (2016). How is space made in sound? Spatial mediation, critical phenomenology and the political agency of sound. Progress in Human Geography, 40(2), 240-256. https://doi.org/10.1177/0309132515572271

Rousell, D. (2019). Inhuman forms of life: On art as a problem for postqualitative research. International Journal of Qualitative Studies in Education, 32(7), 887-908. https://doi.org/10.1080/09518398.2019.1609123

Ruiz-de-Velasco, A and Abad, J. (2011). El juego simbólico. Graó.

Seigworth, G. J., and Gregg, M. (2010). An inventory of shimmers. In M. Gregg, and G. J. Seigworth (Eds.), The Affect Theory Reader (pp. 1-25). Duke University Press.

Shannon, D. B., and Truman, S. E. (2020). Problematizing sound methods through music research-creation: Oblique curiosities. International Journal of Qualitative Methods, 19, 1-12. https://doi.org/10.1177/1609406920903224

Snaza, N., and Sonu, D. (2016). Borders, bodies, and the politics of attention. In N. Snaza, D. Sonu, S. E. Truman, and Z. Zaliwska (Eds.), Pedagogical matters. New materialisms and curriculum studies (pp. 29-42). Peter Lang.

Springgay, S., (2020). The fecundity of poo: Working with children as pedagogies of refusal. In B. P. Dernikos, N. Lesko, S. D. McCall, and A. D. Niccolini, (Eds.), Mapping the Affective Turn in Education (pp. 149-163). Routledge.

Taylor, C. A. (2016). Edu-crafting a cacophonous ecology: Posthumanist research practices for education. In C. A. Taylor, and C. Hughes (Eds.), Posthuman Research Practices in Education (pp. 5-24). Palgrave Macmillan.

Thompson, M., and Biddle, I. (2013). Sound, Music, Affect. Bloomsbury Publishing.

Torres-Begines, C., Castro-León, E., and Guzmán-Simón, F. (2024). ‘This is not a weapon’: Rethinking children’s worlding practices with Karin Murris. Contemporary Issues in Early Childhood, 0(0). https://doi.org/10.1177/14639491231225230

Truman, S. E., Hackett, A., Pahl, K. L., McLean, D., and Escott, H. (2020). The capaciousness of No: Affective refusals as literacy practices. Reading Research Quarterly, 56(2), 223-236. https://doi.org/10.1002/rrq.306

Tsing, A. L. (2015). The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins. Princeton University Press.

Velasco, Wargo, J. M. (2017). Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children. Journal of Early Childhood Literacy, 17(3), 392-408. https://doi.org/10.1177/1468798417712573

Wargo, J. M. (2018). Writing with wearables? Young children’s intra-active authoring and the sounds of emplaced invention. Journal of Literacy Research, 50(4), 502-523. https://doi.org/10.1177/1086296X18802880

Yoon, H. S., and Templeton, T. N. (2019). The practice of listening to children: the challenges of hearing children out in an adult-regulated world. Harvard Educational Review, 89(1), 55-84. https://doi.org/10.17763/1943-5045-89.1.55

Zembylas, M. (2017). The Contribution of Non-representational Theories in Education: Some Affective, Ethical and Political Implications. Studies in Philosophy and Education, 36(4), 393-407. https://doi.org/10.1007/s11217-016-9535-2

Zhang, M. Y. (2022). Embodiment in Action: Engaging with the Doing and Be(com)ing. Linguistics and Education, 71, 1-13. https://doi.org/10.1016/j.linged.2022.101082

Publicado

2024-09-12

Cómo citar

Roa-Trejo, J. J., & Pacheco-Costa, A. (2024). Playing in the gym, boxing in the classroom: A diffractive approach to music, embodiment and affect in childhood. Revista Fuentes, 26(3), 305–316. https://doi.org/10.12795/revistafuentes.2024.24597

Número

Sección

Investigaciones
Recibido 2023-10-17
Aceptado 2024-02-12
Publicado 2024-09-12
Visualizaciones
  • Resumen 114
  • PDF (English) 32
  • HTML (English) 23
  • EPUB (ENGLISH) 11