Not-knowning in cartographies about our learning as researchers: a post-qualitative perspective

Authors

  • Carlos Canales Universidad de Barcelona, Spain
  • Paulo Padilla-Petry Universidad de Barcelona, Spain
  • Luispe Gutiérrez Univeridad del País Vasco, Spain
DOI: https://doi.org/10.6018/educatio.387011
Keywords: Post-qualitative; cartographies; learning; research with artistic methods.

Abstract

The starting point of this article is a project about how teachers learn using cartographies to represent their learning scenarios, their transits and the relations of schools with what is outside them. Before beginning our research with kindergarten, primary and secondary school teachers, our group built their own cartographies.  They are understood as an investigation methodology that is both narrative and artistic and allows us to explore interstices, displacements, unstable trajectories, forms of knowing, assemblages and plots which teachers use for learning. The process of building cartographies about how, where and why we learn how to be researchers made us change the focus of our research. It also made us change the lens through which we look and the angle from which we observe. We did research about ourselves with a view to inquiring through artistic methods. This paradigm puts the researcher in a position of fragility and insecurity. In the article we situated ourselves in an unknown position with a view to reviewing and studying the process of building our cartographies. On the other hand, we tried to explain samples of our epistemological, ontological, ethical and methodological processes which stemmed from post-qualitative investigation assumptions.

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Published
15-07-2019
How to Cite
Canales, C., Padilla-Petry, P., & Gutiérrez, L. (2019). Not-knowning in cartographies about our learning as researchers: a post-qualitative perspective. Educatio Siglo XXI, 37(2 Jul-Oct), 49–66. https://doi.org/10.6018/educatio.387011