ABSTRACT

Despite a growing interest in posthuman research methodologies within educational research, there has been limited research to date which applies this theory to music education. We consider that there is much that posthumanism and music education may offer each other, particularly within the context of the global COVID-19 pandemic which challenges us to innovate rapidly within our educational and research practices. We explore the potential of this methodology through conducting a ‘diffractive analysis,’ an approach to enquiry associated with posthuman theory. Drawing on data collected during a participatory music project involving children with SEND [Special Educational Needs and Disabilities], professional musicians, trainee generalist primary teachers and ourselves as facilitators and researchers, we draw out the potential of a diffractive analysis by putting it into dialogue with a thematic analysis of the same data. In documenting this we describe our own process of co-becoming as researchers, entangled with our research and our data. We describe the research processes that we followed, and through a comparison of materials produced during our initial analysis, we consider the similarities, differences and conversations that emerge.

摘要

尽管教育研究中对后人类研究方法的兴趣日益浓厚，但迄今为止将这一理论应用于音乐教育的研究有限。我们认为，后人文主义和音乐教育可以相互提供很多东西，特别是在全球 COVID-19 大流行的背景下，这挑战我们在教育和研究实践中快速创新。我们通过进行“衍射分析”来探索这种方法的潜力，这是一种与后人类理论相关的探究方法。利用参与式音乐项目收集的数据，该项目涉及 SEND [特殊教育需要和残疾]儿童、专业音乐家、实习通才小学教师和我们自己作为促进者和研究人员，我们通过将其与对相同数据的主题分析进行对话来挖掘衍射分析的潜力。在记录这一点时，我们描述了我们自己作为研究人员共同成为的过程，与我们的研究和数据纠缠在一起。我们描述了我们遵循的研究过程，并通过比较我们初步分析期间产生的材料，我们考虑了出现的相似性、差异和对话。