ABSTRACT Education ethnographies show that observing bodies, objects and settings can illuminate previously hidden learning practices but the relational characteristics of these practices presents methodological challenges for conventional qualitative analyses. Using an example from an ethnographic study of everyday learning, I show how methods from art (specifically researcher-created drawings) can address some of these challenges. I use the concept of ‘epistemic objects’ to theorise drawings as analysis, and to show that rather than being a process of deconstruction, this analysis is constantly bringing knowledge into being. With original interdisciplinary insights from art/social science, this article problematises art in sociomaterial research and offers direction for relational analyses.

中文翻译：

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关系绘图为民族志的实践

摘要教育人种志研究表明，观察身体，物体和环境可以阐明以前隐藏的学习实践，但是这些实践的关系特征对常规定性分析提出了方法论上的挑战。我以人种学的日常学习研究为例，展示了艺术方法（特别是研究人员创作的绘画）如何应对其中的一些挑战。我使用“流行病学对象”的概念对图纸进行理论分析，并表明该分析不是解构过程，而是不断地将知识变为现实。凭借来自艺术/社会科学的原始跨学科见解，本文对社会材料研究中的艺术提出了质疑，并为关系分析提供了指导。