Speculative Methodological Subjects
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| Title: | Speculative Methodological Subjects |
|---|---|
| Language: | English |
| Authors: | Mirka Koro, Anani Vasquez, Timothy Wells, Mariia Vitrukh, Jorge Sandoval |
| Source: | International Journal of Social Research Methodology. 2024 27(6):675-691. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Research Methodology, Models, Imagination, Vignettes, Futures (of Society) |
| DOI: | 10.1080/13645579.2023.2248832 |
| ISSN: | 1364-5579 1464-5300 |
| Abstract: | Times of (post) health crisis, global unrest, and political turmoil, a reliance on conventional methods, which potentially lack radical imagination and future orientation, experimentation, and open-endedness, might not be enough. Furthermore, within the discourses of conventional qualitative inquiry, methodological subjects are often seen as overly pre-determined, singular, and static. In this paper, we approach the conceptual and practical challenges of imagining and creating speculative methodological subjects by asking, how might speculative research, including processes of radical imagination and scenario building, shape qualitative scholars' relationships to the formation of methodological subjects and their politics. By sharing scenario-building examples and experimenting with speculative tasks, we explore methodological possibilities for 'subjects' and their entanglement with the lives of qualitative researchers. While collectively thinking about the methodological subject, we encountered relational, non-stable subjects that crossed bodies, sounds, affects and time-spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452147 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGClRHO6XnFv1V5LEHQWArVAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHbxF8L7tSYImAUsMwIBEICBmwMXJEhPAdOODkP1oJhntQ3Aq9ui82VRaIE8YpX-iW3vMfidJ_AUBJjPNFLZ_dOugaaCvWjxIkSoTgFvIfBwY1_yZwlEWS8hLsyf-rO6ZH0nFQihUebhfv5-T_HtpEKG9eTuea4EWX6NUTuutJXreiFJzY1dhWMyyMBaB5psCFczNpPDiMcJ9-QVUD0A5sgoZmUUbokacMMUShXK Text: Availability: 1 Value: <anid>AN0181109438;9eb01nov.24;2024Nov28.03:42;v2.2.500</anid> <title id="AN0181109438-1">Speculative methodological subjects </title> <p>Times of (post) health crisis, global unrest, and political turmoil, a reliance on conventional methods, which potentially lack radical imagination and future orientation, experimentation, and open-endedness, might not be enough. Furthermore, within the discourses of conventional qualitative inquiry, methodological subjects are often seen as overly pre-determined, singular, and static. In this paper, we approach the conceptual and practical challenges of imagining and creating speculative methodological subjects by asking, how might speculative research, including processes of radical imagination and scenario building, shape qualitative scholars' relationships to the formation of methodological subjects and their politics. By sharing scenario-building examples and experimenting with speculative tasks, we explore methodological possibilities for 'subjects' and their entanglement with the lives of qualitative researchers. While collectively thinking about the methodological subject, we encountered relational, non-stable subjects that crossed bodies, sounds, affects and time-spaces.</p> <p>Keywords: Speculative approaches; methodological subject; radical imagination; scenario building</p> <p>Uncertainty and multiplicity are here to stay. Post-COVID times can be described as persistent and chaotic complexity. All facets of daily life are finding a new groove or pattern to settle into. Various complex local and global forces impact all living as well as the ways in which qualitative researchers approach their inquiries and research elements which constitute and contribute to created knowledges and documented realities. Furthermore, current complex and challenging times demand a qualitative inquiry capable of grappling with the unknown and willing to move beyond the familiar, normative, and thinkable (see Koro et al., [<reflink idref="bib30" id="ref1">30</reflink>]; Koro-Ljungberg, [<reflink idref="bib29" id="ref2">29</reflink>]; Stengers, [<reflink idref="bib51" id="ref3">51</reflink>]). Qualitative research designs require flexibility and ongoing adjustments rather than approaches where worldbuilding and relations are fixed and always already pre-coded. Human, more-than-human, kin, and matter of all kinds are all involved in these ecological structures together, and only as a collective of responsible and creative/speculative subjectivities can new futures and possibilities be imagined. In addition, too often the presumption is not simply a static and determinate reality, 'out there,' but also a static and determinate subject, 'in here' (Law, [<reflink idref="bib35" id="ref4">35</reflink>]). Mazzei ([<reflink idref="bib42" id="ref5">42</reflink>]) wrote about subjects which are already pre-sedimented, calcified, and always already existing before the inquiry and relations. Thus, the absence of radical imagination, experimentation, and open-endedness of methodological practices, including subject formation and creation, presents a methodological challenge.</p> <p>In this paper, we consider how discourses on speculative research, speculative philosophy, and speculative scenario building might inform qualitative inquiry, specifically in the formation and conceptualization of the 'subject' during our troubled present. By 'subject' we refer to an interactive matter and elements of inquiry (including human matter) which sense, produce, generate, create, live, learn, transform, redirect, and more. Some forms of qualitative inquiry have already focused on the representation, congruence, and reproducibility of the methodological subject (also see Bright, [<reflink idref="bib7" id="ref6">7</reflink>]; Hollenbeck, [<reflink idref="bib27" id="ref7">27</reflink>]; Lather, [<reflink idref="bib33" id="ref8">33</reflink>]; St Pierre, [<reflink idref="bib52" id="ref9">52</reflink>], [<reflink idref="bib53" id="ref10">53</reflink>]; Tesar &amp; Arndt, [<reflink idref="bib54" id="ref11">54</reflink>]; Whitburn, [<reflink idref="bib59" id="ref12">59</reflink>]). However, in this paper, 'subject' does not necessarily connotate a human agency or connection. Rather, a subject functions as an element/force which activates and produces. Drawing from Whitehead Mazzei ([<reflink idref="bib42" id="ref13">42</reflink>]) recalibrated the subject, <emph>superject</emph>, which is 'a relational subject that is in a process of extension. An entity is stretched and exists in other entities as a result of these prehensions and ingressions.' (p. 564). Furthermore, in this paper, a relational and speculative 'subject' becomes methodological once it enters spaces which are guided by questions, wonderings, problems, and scholarship. The notion of methodological subject indicates that a subject is operating in relation to inquiry and knowledge/reality creation.</p> <p>Our positioning of the subject as an interactive matter adds to the various shifts in orientations to subjectivity – interpretive, critical, speculative – in the field of qualitative inquiry. How scholars conceptualize and ontologically position subjects and their purposes matter and vary. For example, in conventional qualitative inquiry, the subject of methodology affirmed liberal humanism through the privileging of authentic voice, transparent descriptions, standpoint epistemologies, and knowable lived experience. Subjects of inquiry are also tied with the data 'collection' and production. What 'counts' as data is all too often big or large-scale data and that which is tied to disinterested governing sciences (Torrence, [<reflink idref="bib55" id="ref14">55</reflink>]). Such approaches are referred to as 'gold standard' research (Denzin, [<reflink idref="bib12" id="ref15">12</reflink>]) also shaping who is and should be the 'subject' producing this knowledge. The effect is a narrowing of focus, of design, of method, of the production of knowledge, and of the possibilities of a subject.</p> <p>Within a liberal humanist tradition, methodological focus has shifted to the importance of reflexivity and the need to recognize multiple voices, dialogue, and empowerment (Lather, [<reflink idref="bib34" id="ref16">34</reflink>]). Yet even with the conceding of multiple and different voices, the subject of conventional inquiry presumed a determinate self, a self that is independent and knowable through conventional methods. Methodologies of narrative and phenomenology with emphasis on self-reflection gained traction, while presupposing the subject of the inquiry.</p> <p>What critical and post-structural qualitative inquiry found in the often taken-for-granted proceduralism of reflexivity is the reification of the subject. The practice of reflection limits itself to the methods of the research, rather than the subjugating and interpolating forces of broadly conceived power and social/ecological systems. This shift required setting aside the presumption of human ontology – that being is given and transhistorical – to think about 'being' as becoming conferred through processes, relations, and conditions. This means thinking about becoming and living alongside power, not in a deterministic or causal fashion, but always in relation – in relation to norms, conventions, discourses, and methodologies. The self and subject would then be understood, as Butler ([<reflink idref="bib8" id="ref17">8</reflink>]) maintains, as 'the story of relation,' a story of how one emerges in relation to others and relates to practices, procedures, and regimes of knowledge and truth. It is here that the methodological subject would be deconstructed, decentered, demystified and seen as collective and relational. Here, the subject of inquiry turns sharply to questions of process, affect, materiality, and ontology. Speculative, radical, and imaginary methodological practices lean into the complex interplay of 'assumed' subjects and the unpredictability of their relations. It is when working with the unpredictable and indeterminate of our present that we can look into our futures. This envisioning of the future could take the form of radical imagination and active scenarios of worlding, altogether other and different than current and familiar. In this paper, we explore how speculative inquiries, including radical imagination approaches and scenario building, might shape scholars' relationship to the formation and creation of methodological 'subjects.</p> <hd id="AN0181109438-2">Possibilities of imagination and speculation</hd> <p>Beyond the potential challenges associated with methodological language and discourses of knowable subject, the absence of radical imagination and thinking about unthinkable futures has only been amplified by the complexity of COVID. For example, not only did the virus overturn so much of what we as qualitative researchers have come to rely upon (i.e. in-person interviews, participant observations, etc.) but it has also posed new relational and ecological milieus, which hold no guarantee that conventional methods will be of use and lead to productive processes and useful insights. Much of the future remains complex and unknown, but it is exactly this complex unknowability that we think provides productive value and possibilities for more radical imaginative futures for qualitative inquiry.</p> <p>Greene ([<reflink idref="bib20" id="ref18">20</reflink>], [<reflink idref="bib21" id="ref19">21</reflink>]) guided us to utilize social imagination to build on the otherwise, possibilities of <emph>wide-awakening</emph> leading to action. Social imagination enables individuals and students to envision what should be and might be. Releasing imagination enhances responsiveness, engagement, and freedom to respond and create in multiple and diverse ways. Haiven and Khasnabish ([<reflink idref="bib22" id="ref20">22</reflink>]) referred to radical imagination which is a capacity to think critically, reflectively, and in innovative ways about social worlds. Radical imagination is neither a possession nor an individual's character or attribute. It is about becoming, otherness, and the unthinkable, '... the courage ... to recognize that the world can and should be changed' (Haiven &amp; Khasnabish, [<reflink idref="bib22" id="ref21">22</reflink>], p. 3). It is about experimental living (and researching) and functions as a common good, a shared responsibility.</p> <p>Radical imagination also brings into question the concept of a successful inquiry, since 'ideal success' could be more harmful than beneficial to citizens and the public at large. For example, 'ideal subject of the inquiry' can become problematic when crisis management is controlled only by those in power, where solutions and possibilities are limited by the narrow viewpoints of the highly stratified few. Instead of focusing on successful inquiry, Haiven and Khasnabish ([<reflink idref="bib22" id="ref22">22</reflink>]) offer 'prefigurative methodology,' (p.210) a borrowing from the future as we would like to see it created. This prefigurative methodology enables groups of scholars to approach the future and future subjects of research as a possibility and space for radical transformation. Furthermore, these scholars advocate imagining messy, confusing, and contradictory research where theories and knowledges build productive tensions. They call for 'an intervention into the flows of the imagination itself' (Haiven &amp; Khasnabish, [<reflink idref="bib22" id="ref23">22</reflink>], p. 222).</p> <p>Methodologies that speculate do not verify, offer fixed solutions, or pretend to understand the other, the different. Instead, speculative methodologies experiment and ask questions about possibilities and what if. With our world rapidly changing, we can no longer predict the most suitable methodological futures. In this speculative turn, the individual engages with society through an understanding of mutual implication and collective scenario building. Speculative practices do not let methods rest.</p> <p>The speculative Reason is in its essence untrammeled by method. Its function is to pierce into the general reasons beyond limited reasons, to understand all methods as coordinated in a nature of things only to be grasped by transcending all method ... the speculative Reason turns east and west to the source and to the end, alike hidden below the rim of the world. (Whitehead, [<reflink idref="bib60" id="ref24">60</reflink>], p. 65)</p> <p>Speculative scholarship offers different theoretical insights. For example, Meillassoux focuses on speculative materialism (Meillassoux, [<reflink idref="bib43" id="ref25">43</reflink>]), Harman on object-oriented philosophy (Harman, [<reflink idref="bib25" id="ref26">25</reflink>]), Bennett on vital materiality (Bennett, [<reflink idref="bib6" id="ref27">6</reflink>]), Barad ([<reflink idref="bib4" id="ref28">4</reflink>]), and Whitehead process philosophy (1978) to name a few examples. For us, speculation offers a response to the slowing, hesitant, complex, and uncertain world (of methodological multiplicity and diversity) that many of us live in. From the place of speculation and movement toward invention, we propose a shift from methodological <emph>possibility</emph> toward methodological <emph>potential</emph> (see also Kuntz, [<reflink idref="bib31" id="ref29">31</reflink>]). This shift enables scholars to move beyond the expected borders of the possible and thinkable. Working with methodological possibility may also foster evaluation of the seemingly 'real' because possibility (for living) hovers between present and future while being shaped by the current and present. When scholars work from the methodological potential, all and everything can become possible but not all these potentials become materialized and actualized. The creator (of potential) does not need to predict or evaluate the plausibility of outcomes of processes and events. Rather, methodological processes and events are being created, read, used, and interacted with in unsystematic and unpredictable ways.</p> <p>Michael ([<reflink idref="bib44" id="ref30">44</reflink>]) brought speculation to everyday life and inquiry. He foregrounded the unhinged episodes of everydayness and how useful these episodes could be in their virtuality. Affordances, idiocy (responsiveness to the nonsensical), and affective sensitivities can be used to challenge conventions and normative interpretations. Kaljonen et al. ([<reflink idref="bib28" id="ref31">28</reflink>]), in turn, suggested that scholars working from speculative pragmatism could move beyond the thinkable and doable to imagine and invent practices of doing otherwise. Within such a framework, qualities and knowledge are not mental or building blocks of the 'real' but ontologically emergent within nature. They are pre-objective, pre-personal, and of open temporalism. In addition, speculative processes are open to the more-than and involve doing something, making them always pragmatic. According to Manning ([<reflink idref="bib38" id="ref32">38</reflink>]):</p> <p>speculative pragmatism means taking the work's affirmation, its urge of appetition, at face value, asking what thought-feeling does <emph>in this instance</emph>, and how it does it. It means inquiring into the modes of existence generated by the act of 'hypothetical sympathy,' honoring the minor gestures produced at this interstice, and seeing what these open up, in a transversal maneuvering. (p. 39–40)</p> <p>Speculative scholarship can be tentative and hesitant and thus it loses its repetitive and predictable value. It foregrounds experimentation, though not the kind that presupposes the material reality and the subjectivity of those in the experiment. Instead, speculative scholarship acknowledges that research matters relationally and that different forms of agency and vitality are likely beyond our human understanding, language, and consciousness, beyond our human vision of possibility. For example, elements of all methods may be embedded in other methods. Methods may interact with each other without human involvement. Methodological novelty arises from the unpredictable act of decision and the act of decision is spontaneous and urgent. Indeed, the creation of varying enabling constraints (see Manning, [<reflink idref="bib37" id="ref33">37</reflink>]) may produce methods differently. Speculative methods and creative methodological approaches need to be treated as illustrations of ideas (possibilities), not ideas themselves (certainties, see also Debaise et al., [<reflink idref="bib10" id="ref34">10</reflink>]). Similarly, the speculative subject is not an independent and self-sufficient identity but a stretch, a cross-over, and a projected relation.</p> <hd id="AN0181109438-3">Scenario building</hd> <p>One speculative approach for shifting from the methodological possibility to the methodological potential is scenario building. Scenario building has been considered a beneficial approach to envisioning possible futures for at least the last 60 years (Durance &amp; Godet, [<reflink idref="bib17" id="ref35">17</reflink>]; van Notten, [<reflink idref="bib56" id="ref36">56</reflink>]). Over the years, public and private institutions have been chosen from a wide array of scenario-building approaches to consider issues at local, regional, national, global, and multi-scale levels (Amer et al., [<reflink idref="bib2" id="ref37">2</reflink>]; Özkaynak &amp; Rodríguez-Labajos, [<reflink idref="bib45" id="ref38">45</reflink>]). Scenario building uses speculations, not predictions, about the future of society in all its facets (van Notten, [<reflink idref="bib56" id="ref39">56</reflink>]) to produce unique insights, initiate public debate, and challenge the status quo (Amer et al., [<reflink idref="bib2" id="ref40">2</reflink>]). These speculations are useful when discussing complex problems with a large degree of uncertainty as they help stakeholders overcome limitations through flexible and innovative thinking about possible eventualities which leads to holistic decision-making (Amer et al., [<reflink idref="bib2" id="ref41">2</reflink>]).</p> <p>As a qualitative speculative strategy that also speaks to the politics of repression and inequity, scenario building might take the form of process-oriented, descriptive, intuitive, participatory, and inclusive exploration (Amer et al., [<reflink idref="bib2" id="ref42">2</reflink>]; Masini &amp; Vasquez, [<reflink idref="bib41" id="ref43">41</reflink>]; van Notten, [<reflink idref="bib56" id="ref44">56</reflink>]). Exploration of issues includes raising awareness, creative thinking, and critical reflection on society and its processes (van Notten, [<reflink idref="bib56" id="ref45">56</reflink>]). Process-oriented work encourages inclusive, or interdisciplinary and collaborative explorations (van Notten, [<reflink idref="bib56" id="ref46">56</reflink>]). Descriptive scenarios are theoretical, open-ended, and focused on presenting a variety of possible futures (Amer et al., [<reflink idref="bib2" id="ref47">2</reflink>]). Multiple strategies and approaches could be used including brainstorming, expert opinion, intuition, and the relationships between economic, political, technological, social, and environmental resources for developing strategy and ongoing learning (Amer et al., [<reflink idref="bib2" id="ref48">2</reflink>]). Furthermore, storytelling and dramatic works are often formatted as workshops (Amer et al., [<reflink idref="bib2" id="ref49">2</reflink>]; van Notten, [<reflink idref="bib56" id="ref50">56</reflink>]). In addition to workshops, participation can also occur through focus groups and citizens' juries and should include various stakeholders throughout the process (Durance &amp; Godet, [<reflink idref="bib17" id="ref51">17</reflink>]; van Notten, [<reflink idref="bib56" id="ref52">56</reflink>]).</p> <p>Speculative methodological approaches, such as scenario building, foster the reformulation of problems by engendering the emergence of new perspectives for finding and experimenting with solutions when outcomes are unpredictable (Diprose, [<reflink idref="bib13" id="ref53">13</reflink>]). Diprose ([<reflink idref="bib13" id="ref54">13</reflink>]) argued that these approaches when used in public science are vital for political agency, democratic pluralism, and innovation. Speculative approaches also challenge the illusional power of the states to manage uncertainty and predict the future. The relation between speculation and politics can be explained in terms of historicity of experience, which furthers the argument that new ways of understanding experience, as well as impasses of the present, trigger impulses toward different directions for the future (Diprose, [<reflink idref="bib13" id="ref55">13</reflink>]). Thus, speculative methodology is also about taking risks, escaping present impasses, and cultivating the future (Savransky et al., [<reflink idref="bib48" id="ref56">48</reflink>]). It is an abstract concept that should not be understood as 'invention out of nowhere ... with no relation to other concepts' (Halewood, [<reflink idref="bib23" id="ref57">23</reflink>], p. 53), but as implicated in the 'system of universe' with a point of departure that enables a coherent and rigorous speculative process of thought.</p> <p>Methodological speculation and scenario-building offer alternatives to reductionist inquiry of complex worlds, worldings, and experiences. Speculation and scenario building can re-direct scholars' attention to the unknown, the unpredictable, and to collectively crafted ethical approaches for increasingly complex and vulnerable cultural, material, ecological, and social worlds. More specifically, scenario building has been used in education for some time now. Scenarios have been built to envision climate change in science teacher education and other higher education courses as well as overall future educational systemic change (Hall &amp; Hall, [<reflink idref="bib24" id="ref58">24</reflink>]; Paige &amp; Lloyd, [<reflink idref="bib46" id="ref59">46</reflink>]). Paige and Lloyd ([<reflink idref="bib46" id="ref60">46</reflink>]) had their undergraduate students construct scenarios on living with climate change. The goal for these activities was to 'help come to a better understanding of the value of scenario writing for deep learning and the development of foresight' (Paige &amp; Lloyd, [<reflink idref="bib46" id="ref61">46</reflink>], p. 270). Students, during the process of scenario writing, crossed areas of knowledge (science, history, literacy, and ethics) and used various modes of thinking (cognitive, affective, moral, and creative). Paige and Lloyd ([<reflink idref="bib46" id="ref62">46</reflink>]) conclude that future scenario building is an effective pedagogical tool that enriches learning and helps develop decision-making ability toward responsible social action.</p> <p>Another scenario-building example from higher education comes from Hall and Hall ([<reflink idref="bib24" id="ref63">24</reflink>]), who used creative-writing and critical-reading assignments with higher education students to create eco-utopian scenarios followed by critical, self-reflexive discussion. Hall and Hall ([<reflink idref="bib24" id="ref64">24</reflink>]) stated, 'These short works of speculative fiction can help us investigate our values and our sense of reality while living through climate change' (p. 8).</p> <p>A third example from the field of education draws from participatory design fiction scenarios (Duggan et al., [<reflink idref="bib16" id="ref65">16</reflink>]). Duggan et al. ([<reflink idref="bib16" id="ref66">16</reflink>]) worked with youth in a Near Future School (BSF) in England, which was designed for twenty-first century education, to explore future scenarios of education that might offer alternatives to the current neoliberal configuration. The twenty-first century educational vision that the school was based on was not being translated into practice, partially due to the performative and accountability measures in place. 'There was a putative contraction between BSF's aim to create educational spaces that were open and adaptable to emerging educational and technological developments, and the disciplinary power of the neoliberal performative regime within the English education system' (Duggan et al., [<reflink idref="bib16" id="ref67">16</reflink>], p. 16). Therefore, the goal of the design fiction scenarios was to develop speculative forms of governance using imaginative world building. Imagined governance structures were described as prototypes, imagined ideas or artefacts in fictional worlds which are different from 'durable' prototypes, but from which the team could still learn (Duggan et al., [<reflink idref="bib16" id="ref68">16</reflink>]). This scenario, or prototype, building was approached as a theory of governance and was supported by the affirmative and interdependent ontologies of the transindividual by Spinoza. Students especially focused on re-imagining space in their scenarios, describing issues such as overcrowding, and the prioritizing of cleanliness over human connection, all of which tended toward projections of hopelessness in the future of their school. The research team also created a scenario for re-envisioning the performance matrix, a publicly displayed visual of student progress, in an attempt to disrupt the neoliberal narrative.</p> <hd id="AN0181109438-4">Speculative methodological 'Subject' scenarios</hd> <p>In previous sections, we have begun exploring how discourses on speculative philosophy, speculative research, and speculative scenario building might inform qualitative inquiry, specifically the conceptualization of the 'subject' and its politics. In the following imaginative examples, we collectively think with methodological 'subject,' a subject which constitutes and creates knowledges and realities participating in methodological discourses and practices. These imagined, postulated, and speculated (methodological) subject scenarios are not stable and fixed but create different relations, senses, and appearances. The purpose of these scenarios is to imagine methodological subjects otherwise. Through these scenarios, we also aim to decenter the knowing, fixed, and cognitive human subjects in qualitative inquiry and consider how else methodological relations could become and relate with the context, environments, matter, and ecologies of living.</p> <hd id="AN0181109438-5">Example 1:</hd> <p>Embodied subject scenario</p> <p>When bodies (human and more-than-human) become entangled with environments, matter, and other bodies, a subject body is no longer independent and autonomous but is created through relational forces interacting with people, and nature, and beyond. Embodied subjects are not fixed or necessarily easily recognizable. These subjects could be viewed as an event subject within its inherent context with its continuous processes, enactments, and flows. For Manning ([<reflink idref="bib37" id="ref69">37</reflink>]) a body is an event, a society, and multidimensional relations and a verb. From this perspective, most known methods fail to work with subjects that drift and flow at various speeds. Furthermore, Harrison ([<reflink idref="bib26" id="ref70">26</reflink>]) explained that 'a shift from considering the body as cadaver to regarding it in and through performative embodiment' (p.504) is needed when approaching embodiment as 'generative and expressive medium' (p.504). 'Embodiment revolves around an ever-ongoing combination of heterogeneous elements, a continual collective individuation of objects, things, contexts and other bodies. The unity of embodiment is a fusional multiplicity' (p.508). Thus, it is not possible to continue with a traditional subject and stand outside the changing and shifting reality that is constituting present and potential futures to vision bodies. Instead, it might be possible to 'shift the imaginary' (Lather, [<reflink idref="bib32" id="ref71">32</reflink>], p. 153) in ways that would allow us to rework and disrupt the very conventions by which the traditional subject is enabled.</p> <p>For example, Vitrukh ([<reflink idref="bib58" id="ref72">58</reflink>]) suggested imagining a scenario of a thunderstorm behind the window during the interview with the subjects who have experienced war. These bodies responded to the thunder with immediate muscle tension, and they gave away light shiver. There was an abrupt interruption in the ongoing lively conversation and a quick decision in the eyes of these embodied subjects whether to fight or escape/hide. It took these bodies a second to understand that it was a mere weather change. Similarly, with the sound of airstrikes, soldiers on the battlefield fall to the ground – an instinctive response is to save oneself. When soldiers are taken to the hospital with injuries from the battlefield, the moment they hear sounds that are similar to or remind them of the sound of exploding bombs (e.g. the sound of thunder) their bodies react (Iryna Hlushko, a practical psychologist from Ukraine, personal communication, October 2022). Such reactions are similar to the bodies who live under war conditions and experience shelling or air defense alarm daily. Although not on the battlefield, embodied reactions developed in the war context and responses are present and alive even when a subject moves to the safe place.</p> <p>More specifically, one can imagine forced migration which creates embodied memorable events or affects that are written on and in the body (body forced to move) (Vitrukh, [<reflink idref="bib58" id="ref73">58</reflink>]). Embodied memorable events were mentioned not only in Nietzsche's work but also in Proust, as well as contemporary studies in neuroscience indicating the physical impacts of memory on the brain (see Farrar, [<reflink idref="bib18" id="ref74">18</reflink>]). Embodied subjects of forced migration and their memories operate in and through the spacings of the body (Manning, [<reflink idref="bib36" id="ref75">36</reflink>]). For example, embodied knowledge of sound experiences of bombings described above or other embodied experiences that may very often remain unconscious and reveal themselves through the engagement with the space around, such as fear of seeing airplanes flying over the head or even neatly parked airplanes at the airport may trigger an embodied knowledge of a possibility of bombings (Vitrukh, [<reflink idref="bib58" id="ref76">58</reflink>]). 'Each decision-like event comes into its own individuality <emph>with</emph> an infinity of alternate forms' (Manning &amp; Massumi, [<reflink idref="bib40" id="ref77">40</reflink>], p. 26). The event is part of the process of becoming and differentiation and arises from a multiplicity. Deleuzian events are rhizomatic, i.e. are connected, yet do not comprise a unity because each instance is marked by differentiation (Beck &amp; Gleyzon, [<reflink idref="bib5" id="ref78">5</reflink>]). Moreover, events are part of an ever-changing, ongoing process, they begin from the domain of 'affect and the virtual (temporal) but are only actualised in space' (Beck &amp; Gleyzon, [<reflink idref="bib5" id="ref79">5</reflink>], p. 329). Such embodiment of events is a reminder 'that the virtual and the empirical pass into one-another, challenging body times and spaces, creating and modulating bodies' (Manning, [<reflink idref="bib36" id="ref80">36</reflink>], p. 143). Embodied subjects can be lived through and created within events. As the examples above illustrate, each event has a range of embodied knowledge(s) or stimuli, e.g. a sound, movement, object, and very often a multiplicity of many forces that reside in the body (Vitrukh, [<reflink idref="bib58" id="ref81">58</reflink>]).</p> <hd id="AN0181109438-6">Example 2:</hd> <p>Sound Subject Scenario</p> <p>What if a subject of inquiry is a sound or set of sounds? From this perspective, sound is not a byproduct or documentation of an interview or observation event. Rather, sounds produce their own realities and auditable knowledges. Sounds come together through sound waves and collective spaces. Sound subjects participate in living through rhythms, echoes, beats, melodies, dissonances, and more. Sound subjects generate worlds and lives accessible through hearing, sound visualizations, notes, and vibrations.</p> <p>Walter Gershon: Let's make it about experience, about recording experience. <emph>What you experience is loss of control but also the richness of it is that you do not put any borders on it</emph>. <emph>Sound is filtering rather than framing</emph>. (Gershon, personal conversation, 21 February 2019)</p> <p>The methodological sound subject is not static or composed of only one sound; it is pulsating, creating spikes and changing patterns in/through relationship with other sounds. 'Our lives are full of sounds' (Gershon, [<reflink idref="bib19" id="ref82">19</reflink>], p. 66), sounds of all kinds that create meaning, providing 'a powerful means for thinking about human experiences' (Gershon, [<reflink idref="bib19" id="ref83">19</reflink>], p. 68). The sound subject resembles a collective chorus, collective beat, and a vibrating touch. It is neither embodied nor mental but both and more. Similarly, in our Figure 1 readers can see different elements and dimensions of a collective sound subject. The figure illustrates how sound subjects created individual sound waves while also producing a collective sound subject voicing simultaneous differences and illustrating fragmented vibrations in a shared collaborative space.</p> <p>Graph: Figure 1. Sound subjects.</p> <p>After a methodological subject has passed through numerous different sound relationships, scholars might no longer recognize the original sound subject that was set in motion. Rather, a subject which is set in motion through sounds and rhythms is always connected to time-space. During our experimentation, a sound dialogue was created by a snowball effect when one collaborator was responding to a recorded sound of another collaborator with their own recorded sound of their own choice. Verbal communication was substituted with the exchange of sounds. Our sound subjects were created within a particular time-space (e.g. workspace, scholarly worktime, spring, outside and inside) and with enabling constraints (e.g. phone recorders, unexpected sounds, and unplanned activities). Each time one of us worked and collaborated on the sound activity, a new sound subject within changing ecology was established. When we collectively reviewed and reflected on the activity, new time was present, maybe even parallel times, as the what ifs of times. For example, what if Anani had been the second person in Mariia's audio activity following Mariia's sounds? What if Tim had been the last person to receive the collective audio file? What if a different material, texture, or lure was followed?</p> <p>The sound subject created in this speculative scenario still had a rhythm that was related and expressed. The subject was vibrating, and the vibrations were recorded in sound diagrams, in spikes and waves. The following sound waves illustrate the entanglement of subject(s) and different lives of the subject(s). For example, one could recognize us (authors) as methodological subjects, the subjects of audio recordings (sounds, pitches, silences, tempo, etc.), separate spikes in audio waves as subjects and measuring lines yet another materialization of subjects. We also wondered how the sound subject resisted being fixed and representational when expressed through sounds and silences.</p> <p>As seen in Figure 1, when using sound waves to create methodological subjects, textures transformed drastically from soft, flowing, blowing to harsh clapping, jangling, and bouncing. For example, the metallic clanking and rhythmic bouncing were lures for Ananí in her creation of sound subject and the sound subject in Mirka's creation was located in a physical body. Metallic and body sounds generated methodological sound subjects, which were lived and shared. Furthermore, sound textures within methodological assemblages and ecologies resonated, qualified, folded, and created subjects on topological surfaces, which shifted and transformed throughout the study.</p> <hd id="AN0181109438-7">Example 3:</hd> <p>Interview Subject without Spoken Language Scenario</p> <p>This speculative scenario was built out of a collective endeavor to imagine a methodological world of interview <emph>free of spoken language</emph>. Individuals responded to a series of prompts – addressing sensation, context, process, and data – to craft a different kind of interview. To capture the temporality of the process, each person speculating on the scenario used a different font – ahoroni for the first person, and then Times New Roman for the second person and Cascadia code for the last. In this interview, interview subjects were not asked questions, but written text served as a dialogical partner and material prompt calling for engagement and response. Similarly, the individual orally communicating subject ceased to exist and collective written subject emerged. Collectively written subject was not able to answer questions or redirect conversations. Instead, this 'orally mute' subject was created in written relations and exchanges, through words, and linguistic expressions.</p> <p>In a world free of spoken language, qualitative inquiry begins in the middle and differently. Interviews are not conversations, at least in the conventional sense, but rather affects, reactions, feelings, specifically the feelings of touch and sound. The meaning made of spoken language sits aside. Yet it is not that feelings are absent of thought, but rather composing themselves together, as a kind of feeling-thought. This would be an interview of feeling, while recognizing that feeling and thought remain together.</p> <p>What could happen to interview subjects in the context of immigrant teenagers who are faced with hostility in school contexts, economically marginalized, speaking at least two languages thus being and always becoming more than one (see also Manning, [<reflink idref="bib39" id="ref84">39</reflink>]). In this context, the participants, actors, collaborators, and co-conspirators find feelings and existence outside of the spoken word. It is the language of touch and sound. Their life is one of movement, evasion, and perhaps nomadism. The dilemma of the subject in this inquiry repeats itself – what to do? How to communicate? How to contain, differentiate, and unite?</p> <p>First, instead of sitting down for a conversation, these interviews begin with walking. The participants create a walking 'touch-view' of hostile spaces within their schools. Students will be asked to close their eyes and sense the school environment, locating hostility through touch. The task of the researcher is to prompt students to create a touch-view, a walking path through different school spaces, using touch to express ... hostility. The researchers prompted the students not to talk, but only walk and touch along the way. It is possible to ask the students to make a mental note of the sounds they hear, real or imagined, after they have touched an object that inspires thoughts of or relates to hostility, and upon completion of this prompt, write down and describe sounds heard. But perhaps this returns too quickly to language and meanings of other worlds. Instead, researchers would follow students through their hostility path and videotape their journey and 'touch-view.' Along the way, students have to explore the space for counterforces. They take the sound of touch exploration walking through the same spaces and tracing what else there is. They leave fingerprints behind and construct sense-maps of the walked space.</p> <p>In this speculative interview scenario, the subject of qualitative methodology is one of touching and feeling. Language, meaning, and positionality play a background and secondary role. It is not the forces of an institution or an ideology that locate the subject of the inquiry. Instead, the subject expresses itself not as a position but as a tracing, a mapping. Spread out across a school campus, the subject can be thought of as an assemblage of touched and felt objects and passages (see Deleuze &amp; Guattari, [<reflink idref="bib11" id="ref85">11</reflink>]). The subject is now more than an object under surveillance. It is a manner of feeling, a movement and tendency, founded upon affective tones and tactile sensations. The methodological aim of this new subject is no longer to capture but that of mobilization. The movements become themselves speculative, propositions to create and exist differently. It is in moving outside of spoken language that the subject of qualitative inquiry finds not a form or even possibility but speculative potentiality.</p> <hd id="AN0181109438-8">Example 4:</hd> <p>Transindividual subject scenario</p> <p>The subject is the 'what' that emerges during/as the event and not that which instigated the event in the first place, if there was such a thing (Manning, [<reflink idref="bib38" id="ref86">38</reflink>]). 'Instead of a pre-composed subject standing over and above the event, overshadowing the movement, we have a vying commotion of co-activity' (Manning &amp; Massumi, [<reflink idref="bib40" id="ref87">40</reflink>], p. 14). In this commotion, there is a foregrounding and a backgrounding of assemblages and parts of assemblages, a 'multiphasing process of individuation,' as the event unfolds within a field of immanence (Manning, [<reflink idref="bib37" id="ref88">37</reflink>], p. 24). During an event, though, there are points where 'All indeterminacy is consummated. <emph>The many have become one</emph> ... and is augmented by one ... a producer-product enjoying the adoption-of-a-position that has actualized "its world," can no longer be the syntactic subject of a process, since every process corresponds to a becoming-determined' (Stengers, [<reflink idref="bib50" id="ref89">50</reflink>]).</p> <p>Whitehead used the term superject for subject as emerging from the world, in opposition to the Kantian view of the subject as creating its world (Stengers, [<reflink idref="bib50" id="ref90">50</reflink>]). This superject, this event, this ecological collective in time, place, and reality emerges for a moment as transindividual. 'Transindividuations remind us that every event is a node of activity that is intensively relational ... these are but passing points of contact, expressive culminations in a wider process of transindividuations; in the complex phasings and dephasings of life-living ...' (Manning, [<reflink idref="bib37" id="ref91">37</reflink>], p. 25). Therefore, in research, there is less distinction between researcher and participant in terms of knowledge creation. Each person might take on different roles (i.e. facilitator, designer, and interviewee) within the assemblage, but knowledge emerges collectively as the event unfolds. Transindividuations highlight the intra-activity of assemblages within/composing the event.</p> <p>During recent research-creation encounters, including dialogic, performative, and collective techniques of intra-action, the subject emerged as a transindividual event, an 'ecological collective in time, place, and reality' (Vasquez, [<reflink idref="bib57" id="ref92">57</reflink>], p. 207). Transindividual subject-as-event maintained the shifting relationships of researcher/participant/co-learner/collaborator including the more-than-human. For instance, in a study of micromoments for developing inclusive educational professional learning events, Zoom focus group discussions merged with maps, flow charts, fiber art, mementos, and written speculative scenarios (Vasquez, [<reflink idref="bib57" id="ref93">57</reflink>]).</p> <p>Figure 2 demonstrates transindividual subjects beginning with transcripts and string explorations, through focus group discussion threads and fibers, and an entanglement with memory objects. We then move through two- and three-dimensional mappings and further assemblage-making, un-making, and re-making during a dissertation defense interactive art exhibit. Here the subject is at once a human storyteller, story, memory, string, map, object, interacting audience, and professional learning topics, and yet the subject is neither of these alone. Furthermore, in this research-creation, the written transcripts were left incomplete for the purpose of scenario building. One of the micromoment memories resulted in four different speculative endings, which all produced different iterations of the transindividual subject.</p> <p>Graph: Figure 2. Transindividual subject in research-creation.</p> <p>A second example of a transindividual subject occurred during a conference roundtable presentation where participants used colored cellophane paper and markers to express their current research subject(s). Conference participants were then asked to use their papers to build a transindividual subject and speculate on the methodological possibilities if this was their new subject for inquiry (see Figure 3). For example, one participant crafted a three-dimensional folded subject which depicted how different elements of her experiences are in touch with each other when new and different research events take place. This red folded subject was placed on the top of other expressions of subject which highlighted different inner layers of one-selves simultaneously. The folded subject was no longer independent, but it formed a collective transindividual subject within this conference space bringing participants' stories, experiences, diverse research studies, and their subjects together in relational ways.</p> <p>Graph: Figure 3. Speculative transindividual subject.</p> <p>In the merging during both examples, there was an active movement of transindividual subject in its becoming, deterritorializing, and reterritorializing (Deleuze &amp; Guattari, [<reflink idref="bib11" id="ref94">11</reflink>]). Subject was never, and could never have been, one segment of this/these ecological event(s). These kinds of transindividual subjects could not be severed or contained for long.</p> <hd id="AN0181109438-9">Example 5:</hd> <p>Virtual subject scenario</p> <p>The leaf of a plant is itself a type of label that displays a multiplicity of forms and characteristics that can be used as a method for identifying a host organism's scientific classification. This effort of finding physical characteristics that identify the organism, such as appearance, reproduction, mobility, and functionality, places the organism into a category in relation to other similar organisms (Ahmed, [<reflink idref="bib1" id="ref95">1</reflink>]). This scientific process tends to reduce the virtual-ness of an organism in that it solidifies its identifiable qualities that subsequently diminish its subjective nature. Oftentimes virtual does not refer to a physical environment but is something that approximates reality and becomes manifested as a result of the user's senses. Thus, the virtual can become augmented, and qualities are both emphasized and perceived as different from the actual and physical (Ahmed, [<reflink idref="bib1" id="ref96">1</reflink>]). Such an example of this would be how the sense of sound, the perception of sound, can be distorted when sound itself is removed from the physical environment from which it is produced, transferred virtually to a remote location, it is perceived through the senses of another subject at the remote location and differences are noted about the sound (Cecchetto, [<reflink idref="bib9" id="ref97">9</reflink>]). This account demonstrates the manifestation of digital reality and the tangential relationship of virtual reality with its neither complete dependence nor independence of the material, physical referent (Cecchetto, [<reflink idref="bib9" id="ref98">9</reflink>]).</p> <p>When a subject and material entity, such as a piece of art, is shared through the digital sphere it instantly takes on a virtual form that functions as a (mis)representation of the culture from which it was created and carries with it the potential to make connections. This virtual subject form, which has then become a digital creation, essentially acts as an 'avatar,' a virtual copy or representation of the 'original' subject. Additionally, this unbound virtual copy then moves through the digital realm, replicated and reproduced repeatedly. It becomes charged with the potential for reaching an infinite number of (subject) iterations (see also Driscoll, [<reflink idref="bib15" id="ref99">15</reflink>]).</p> <p>A study of LGBTQ+ youth who participated in a series of online art creation forums illustrated how a collective dialogue during art creation shapes virtual subject formations (Sandoval, [<reflink idref="bib47" id="ref100">47</reflink>]). New understandings of virtual subjects emerged during the art creation process (zoom art sessions), especially addressing what participants learned as they brainstormed and offered each other encouragement and ideas that would move forward the art projects and representations of the virtual subject. A visual analysis of the artwork revealed potential elements of virtual subjects, which might have included qualities such as: personal talents, membership, dedication to community, serving as a mentor to new or younger members and so on. Through the engagement, by means of a virtual format, participants were able to maintain discussions about ideas, share sentiments, and beliefs they associated with their various layered subject activations. For example, many representational symbols of the subject i.e. as depicted in the example of the pride flag colors appropriated into the compositional elements of the artwork, an integral element within the illustration and design of a human form pertinent to the LGBTQ community shaped representations of virtual subjects. In this way, a unique symbol is appropriated into a hybrid creation that embodied perceptions from the real world as a virtual creation (Debaise et al., [<reflink idref="bib10" id="ref101">10</reflink>]).</p> <p>Furthermore, recollections of gay history inspired virtual subjects to keep alive the memory of significant key and historical LGBTQ+ events that have helped the community's achievements at large. Surprisingly, for a generation who has become largely disengaged with its predecessors, participants of the art creation study expressed individual views and impressions about events from LGBTQ+ history vividly and informed ways. These virtual subjects realized the importance of remembering the past, in which the community once was, how things improved and the need to keep those memories alive for the sake of the future of the LGBTQ community. Similarly, virtual subjects remembered a personal connection with icons from popular culture that has provided a lifeline that helped support their own realization and subjective positioning as trans and autistic individuals. Throughout this process, subjects described a self-fashioning that evolved and later morphed into a response to systemic oppression. These responses stimulated a form of care of the self, a self- fashioning practice which helped virtual subjects to cope with adversity.</p> <p>In addition, Bailee's (Pseudonym) virtual subjects become inspired by figures/images portrayed through digital sources, such as movies, social media, technology, etc., to continuously revise and recreate potential worlds and experiences. For example, Bailee described the issue she was having with her grandparents, and the frustration she encountered with others on social media platforms, such as expressions of racism and homophobia. This conflict became a source of artistic inspiration which was then channeled as a tool of expression and communication that could then be utilized to communicate not only with the grandparents but also to a larger audience. During the development of participants' art pieces, peers became inspired and actively involved in developing the structure for virtual subject creations. In doing so, participants were forced to contemplate different potential elements of symbolic meanings and speculative forms of semiotics, such as the colors of the pride flag that led to deeper and more nuanced discussions of inequality within the LGBTQ community. Through this, collective considerations emerged that positioned participants as virtual (subject) allies within the gay community.</p> <hd id="AN0181109438-10">Speculative methodological subject-futures</hd> <p>While collectively thinking with the methodological subject, we encountered a subject(s) that is relational, unstable, and never fixed. These scenarios offered alternatives to simplified and reductionist methods for addressing and studying complex worlds. Our speculation and scenario building re-directed our attention to the unknowns and the unpredictable as we collectively crafted ethical approaches to ever more complex and vulnerable cultural, material, ecological, and social worlds. They enabled us to think and practice differently. These speculative methods also highlighted communal and relational processes, a caring for shared humanity and an urge toward a communal response. We, then, do research for the community, with the community.</p> <p>As noted before, uncertain times uncover needs that go beyond the use of taken-for-granted methodological conceptualizations of subject, participant, data, and research practices. Through speculation, other(s) may become kin because they more vividly encompass the invisible forms of interaction that penetrate ethical dilemmas, engendering new possibilities and calling for action. A need for a caring relationship and collective thinking is essential also methodologically as we become more open to others and their perspectives while questioning our own beliefs (Balkin, [<reflink idref="bib3" id="ref102">3</reflink>]).</p> <p>Furthermore, caring inquiry is experienced through complex, situated experiments, hesitations, discoveries, and interactions. While it does not aim to accurately capture the event, it acknowledges dozens of interwoven layers of time and diverse contextualizations. Although these inquiries and practices have the potential to change values and the 'subjects' of our inquiries, what might emerge will not be didactic or intellectual knowledge but a value of empathetic apprehension, understood at an intuitive and affective level. Speculation could open spaces where confronting and understanding otherness, which may be speculative, imaginative, or even involuntary, could become possible.</p> <p>Manning and Massumi ([<reflink idref="bib40" id="ref103">40</reflink>]) explored a form of collective engagement which they called 'ethics of engagement' (p. 92) when they introduced the collective practice of 'Process Seed Bank' (p. 111). They explained that the Process Seed Bank builds on ethics of engagement across local and global contexts while generating a repository for sharing "'recipes for' diverse techniques of relation that have been put into practice across the world in different collective contexts" (p.111), in a sense, seed further techniques of relation. These techniques do not lend themselves to stagnation, but to seeding between and across communities. Similarly, accounts of speculation, such as those presented in this paper, are meant to contribute to a 'Process Seed Bank,' or 'repository for sharing' (Manning &amp; Massumi, [<reflink idref="bib40" id="ref104">40</reflink>], p. 111).</p> <p>As the global arena of politics muddles with environmental disasters, public health challenges, and economic crises, what we know as objective information and predictable knowledge becomes abstract and more distant. Speculative methodological approaches could foster the reformulation of problems and lead to experimentation for potential solutions (Diprose, [<reflink idref="bib13" id="ref105">13</reflink>]), maybe also without offering the solutions themselves. A speculative (methodological) subject challenges the illusion of certainty and control wielded by those in power. By taking risks, we may escape the present impasses and cultivate the unthinkable collective futures (see also, Savransky et al., [<reflink idref="bib48" id="ref106">48</reflink>]).</p> <p>Educational researchers and qualitative scholars remain situated within a complex, at times chaotic, world and qualitative researchers need methods that speak to a speculative philosophy, a philosophy that holds to and calls for aesthetic and 'bold inventions rather than pacifying resolutions' (Shaviro, [<reflink idref="bib49" id="ref107">49</reflink>], p. 43). Established norms and institutions, also methodologies, have long invited 'particular kind[s] of' predictable future (Diprose &amp; Reynolds, [<reflink idref="bib14" id="ref108">14</reflink>], p. 79) and subjects, closing off the possibility for alternative futures and policy developments. It is our claim that methodologies need to build not just on possibilities but on potentialities, including the impossible and the speculative. Scholarship addressing the potential, impossible, and speculative can also move social sciences toward imaginative futures, futures which move beyond individual subject's histories and presence while being shaped by the subject's past. Doing so will provide space to disrupt the institutionally static and conventional ways to imagine different, more equitable and responsible educational future subjects.</p> <p>In this project, speculative and radically imaginative approaches shaped our relationship to the formation of methodological 'subjects' and their politics. Such approaches raised questions for unquestionable answers, envisioned alternative worlds, and activated different possibilities. The speculative subjects were explored through communal processes, practices, senses, intuitions, and sense-based awareness. The singularity of the subject becomes re-visioned through shifting and drifting, locally and globally driven practices. These kinds of subjects transform inquiry; they call for a speculative inquiry where everything is possible and collectively related. In addition, through experiments with new relational and ecological milieus, subjects which are multiplied while moving away from being singular to becoming collective and collaborative, a more inclusive and welcoming subject might be generated. Multiple subjects are removed from their textbook definitions and best practices. Subjects of/within/through inquiry may all speak from different perspectives and with different 'accents.' In addition, it might be generative to think about methodological subjects as always already multiple, subject-s. Methodological subjects which are always more than one (Manning, [<reflink idref="bib37" id="ref109">37</reflink>]). Qualitative scholars could also think about 'methodology' as a proxy for those parts of inquiry processes, practices, senses, and intuitions which are articulable and thinkable, while at the same time acknowledging the unthinkable, extending methodology, possibly stretching it until it becomes unrecognizable. Speculation, adding degrees of freedom, can activate the subject without creating meaning. Becoming more than disinterested observers, documenting and describing from afar, we engaged with speculative subject(s) framed by unpredictable and vulnerable turns. Maneuvering with minor gestures (Manning, [<reflink idref="bib38" id="ref110">38</reflink>]), we hesitantly and tentatively explored the material reality and relationalities of speculative subjects. 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SAGA Egmont.</bibtext> </blist> </ref> <aug> <p>By Mirka Koro; Anani Vasquez; Timothy Wells; Mariia Vitrukh and Jorge Sandoval</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Mirka Koro (Ph.D., University of Helsinki) is a professor of qualitative research at the Mary Lou Fulton Teachers College, Arizona State University. Her scholarship operates at the intersection of qualitative inquiry, methodologies, philosophy, experimentalism, and socio-cultural critique. She has published in various qualitative, methodological, and educational journals. She is also the author of Reconceptualizing qualitative research: Methodologies without methodology (2016) , Knowledge production in material spaces: Disturbing conferences and composing events (2022) and co-editor of Disrupting data in qualitative inquiry: Entanglements with the Post-Critical and Post-Anthropocentric (2017) and Intra-Public intellectualism: Critical qualitative inquiry in the Academy (2021).</p> <p>Ananí M. Vasquez , PhD (Arizona State University) is Education Research Officer at the Neurodiversity Education Research Center (NERC). Dr. Vasquez is a former elementary teacher, teacher coach, and teacher educator who combines her experiences in general, bilingual, gifted, and special education(s) to envision an inclusive education. Her research specialization is Neurodiversity and Creativity in Education and Research Methods. Dr. Vasquez draws on creativity theory, disability studies in education, the neurodiversity paradigm, process philosophy, and arts-based inquiry while working with others towards post-oppositional educational transformation. She has presented at several conferences, including the American Educational Research Association (AERA), the International Congress for Qualitative Inquiry (ICQI), the National Council for Teachers of Mathematics (NCTM), and the Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). Her work has been published in Reconceptualizing Educational Research Methodology (RERM), Gender, Work and Organization (GWO), the Journal of Visual Impairments and Blindness (JVIB), and as several book chapters. Dr. Vasquez is co-editor of Writing and the Articulation of Post-Qualitative Research (2023) by Routledge.</p> <p>Timothy C. Wells (PhD, Arizona State University) is a postdoctoral research scholar at the Teachers College at ASU. His work resides in the field of curriculum studies, qualitative methodology, and the learning sciences, exploring how histories, cultures, and philosophies shape the experience of knowledge, embodiment, and disability. His dissertation explored the modernization of student misbehavior and teacher pedagogy in nineteenth-century teacher manuals. He has published in Teachers College Press, Qualitative Inquiry, and Discourse: A Journal of Culture and Education.</p> <p>Mariia Vitrukh (Ph.D. in Education Policy and Evaluation, Arizona State University) has published her work mostly in higher education and policy research, qualitative inquiry, post-humanist research, arts-based, and embodied research. She has a special interest in lived experiences, mapping inconvenient and quickly forgotten stories of forced migration, tracing, and collecting live accounts and archival data.</p> <p>Jorge Sandoval , (PhD) received his PhD from Arizona State University. Jorge's academic and professional work history includes a focus on arts-based qualitative research methods, in which his dissertation work involved exploring the subjectivities of LGBTQ+ youth and their cultural citizenship through art creation. Jorge has also worked as a public-school educator in social sciences, as well as a graphic designer/illustrator in the print industry.</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib29" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib51" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib35" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib42" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib27" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib33" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib52" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib53" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib54" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib59" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib55" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib12" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib34" firstref="ref16"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref18"></nolink> <nolink nlid="nl16" bibid="bib21" firstref="ref19"></nolink> <nolink nlid="nl17" bibid="bib22" firstref="ref20"></nolink> <nolink nlid="nl18" bibid="bib60" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib43" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib25" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib31" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib44" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib28" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib38" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib37" firstref="ref33"></nolink> <nolink nlid="nl26" bibid="bib10" firstref="ref34"></nolink> <nolink nlid="nl27" bibid="bib17" firstref="ref35"></nolink> <nolink nlid="nl28" bibid="bib56" firstref="ref36"></nolink> <nolink nlid="nl29" bibid="bib45" firstref="ref38"></nolink> <nolink nlid="nl30" bibid="bib41" firstref="ref43"></nolink> <nolink nlid="nl31" bibid="bib13" firstref="ref53"></nolink> <nolink nlid="nl32" bibid="bib48" firstref="ref56"></nolink> <nolink nlid="nl33" bibid="bib23" firstref="ref57"></nolink> <nolink nlid="nl34" bibid="bib24" firstref="ref58"></nolink> <nolink nlid="nl35" bibid="bib46" firstref="ref59"></nolink> <nolink nlid="nl36" bibid="bib16" firstref="ref65"></nolink> <nolink nlid="nl37" bibid="bib26" firstref="ref70"></nolink> <nolink nlid="nl38" bibid="bib32" firstref="ref71"></nolink> <nolink nlid="nl39" bibid="bib58" firstref="ref72"></nolink> <nolink nlid="nl40" bibid="bib18" firstref="ref74"></nolink> <nolink nlid="nl41" bibid="bib36" firstref="ref75"></nolink> <nolink nlid="nl42" bibid="bib40" firstref="ref77"></nolink> <nolink nlid="nl43" bibid="bib19" firstref="ref82"></nolink> <nolink nlid="nl44" bibid="bib39" firstref="ref84"></nolink> <nolink nlid="nl45" bibid="bib11" firstref="ref85"></nolink> <nolink nlid="nl46" bibid="bib50" firstref="ref89"></nolink> <nolink nlid="nl47" bibid="bib57" firstref="ref92"></nolink> <nolink nlid="nl48" bibid="bib15" firstref="ref99"></nolink> <nolink nlid="nl49" bibid="bib47" firstref="ref100"></nolink> <nolink nlid="nl50" bibid="bib49" firstref="ref107"></nolink> <nolink nlid="nl51" bibid="bib14" firstref="ref108"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Speculative Methodological Subjects – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mirka+Koro%22">Mirka Koro</searchLink><br /><searchLink fieldCode="AR" term="%22Anani+Vasquez%22">Anani Vasquez</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+Wells%22">Timothy Wells</searchLink><br /><searchLink fieldCode="AR" term="%22Mariia+Vitrukh%22">Mariia Vitrukh</searchLink><br /><searchLink fieldCode="AR" term="%22Jorge+Sandoval%22">Jorge Sandoval</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Social+Research+Methodology%22"><i>International Journal of Social Research Methodology</i></searchLink>. 2024 27(6):675-691. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13645579.2023.2248832 – Name: ISSN Label: ISSN Group: ISSN Data: 1364-5579<br />1464-5300 – Name: Abstract Label: Abstract Group: Ab Data: Times of (post) health crisis, global unrest, and political turmoil, a reliance on conventional methods, which potentially lack radical imagination and future orientation, experimentation, and open-endedness, might not be enough. Furthermore, within the discourses of conventional qualitative inquiry, methodological subjects are often seen as overly pre-determined, singular, and static. In this paper, we approach the conceptual and practical challenges of imagining and creating speculative methodological subjects by asking, how might speculative research, including processes of radical imagination and scenario building, shape qualitative scholars' relationships to the formation of methodological subjects and their politics. By sharing scenario-building examples and experimenting with speculative tasks, we explore methodological possibilities for 'subjects' and their entanglement with the lives of qualitative researchers. While collectively thinking about the methodological subject, we encountered relational, non-stable subjects that crossed bodies, sounds, affects and time-spaces. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1452147 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13645579.2023.2248832 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 675 Subjects: – SubjectFull: Research Methodology Type: general – SubjectFull: Models Type: general – SubjectFull: Imagination Type: general – SubjectFull: Vignettes Type: general – SubjectFull: Futures (of Society) Type: general Titles: – TitleFull: Speculative Methodological Subjects Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mirka Koro – PersonEntity: Name: NameFull: Anani Vasquez – PersonEntity: Name: NameFull: Timothy Wells – PersonEntity: Name: NameFull: Mariia Vitrukh – PersonEntity: Name: NameFull: Jorge Sandoval IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1364-5579 – Type: issn-electronic Value: 1464-5300 Numbering: – Type: volume Value: 27 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Social Research Methodology Type: main |
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