White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

What forms of Material-Discursive Intra-Action are generated through Documentation Practices in Early Childhood Education?

Albin-Clark, Jo (2019) What forms of Material-Discursive Intra-Action are generated through Documentation Practices in Early Childhood Education? EdD thesis, University of Sheffield.

[img]
Preview
Text
Jo Albin-Clark 2019 What forms of Material-Discursive Intra-Action are generated through Documentation Practices in Early Childhood Education .pdf
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (51Mb) | Preview

Abstract

The thesis takes an agential reading of documentation practices to trace the intra-activity within contemporary assessment discourses of early childhood education (ECE) and offers a material-discursive exploration of three teachers at work in one school in North West England. The research aims to reflect on the performativity of documentation to illuminate how assessment discourses are game-played and challenged. I put to work the methodological framework of new materialism through embodied, sensory and visual data collection, with on-line blogging along with intraviews. Using a diffractive analysis, I playfully map and cut visual, narrative and theoretical data fragments to create research documentation that traces the intra-activity of the human world of children, families and teachers with the non-human spaces and temporalities of the classroom. The findings uncover resisting and creating intra-actions that generates spaces for teachers to adopt expert gameplay with and against assessment policy discourses. For children and families, the documentation intra-acts with spaces and temporalities to evoke senses of belonging by giving value to children’s playful learning. In summary, this study presents both theoretical and practice implications. Theoretically, a reworked definition through new materialist lenses is proposed as a contribution to knowledge that asserts documentation practice as a potential transformative agent that can shift the teacher gaze. Practically, the thesis proposes that documentation can have powerful affects when its actions within spaces (rather than interpretations) are foregrounded. In addition, I problematise how far new materialist readings can find a practical language that speaks to teachers working within contested spaces shaped by intensifying policyscapes. As a consequence, the thesis proposes that documentation can influence forms of ethical pedagogies that paint hopeful pictures of ECE teachers at work, promoting liveable and flourishing professional spaces in a policy climate that can otherwise confine

Item Type: Thesis (EdD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Mrs Jo Albin-Clark
Date Deposited: 19 Aug 2019 07:59
Last Modified: 19 Aug 2019 07:59
URI: http://etheses.whiterose.ac.uk/id/eprint/24584

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)