ABSTRACT
Visual texts as fieldnotes offer a material space for articulating researchers’ personal experiences and stories. Drawing on materiality as a lens to view researchers’ subjective positionings, we posit that visual fieldnotes offer researchers imaginative ways to engage with their embodied ways of knowing as entanglements that are in a constant state of alteration. In this chapter, we bring the multimodal visual fieldnotes of two emerging educational researchers into a polyvocal dialogue to open up taken-for-granted notions of the production and use of fieldnotes. We highlight fieldnotes as material, tentative, creative engagements with researchers’ embodied experiences as a basis for practising complexity. We demonstrate that using fieldnotes as sites for knowledge creation places value on our embodied and tacit knowledges. Our chapter builds on the reconceptualisation of fieldnotes as imaginative, interactive spaces for cultivating material understandings of scholarly ideas for representing the lives of research participants.
