ABSTRACT
Chapter 2 explains the methodology followed in the inquiry project that forms the basis of the book. Pedagogical narrations are described, through a material feminist lens, as a lively methodology for twenty-first-century education research, theory, and practices. The chapter situates a postqualitative practice of pedagogical narrations as a methodology that aims to resist single stories, blur boundaries of distinction, and attend to the materialdiscursive. It then explicates what a postqualitative understanding of observation, representation, and the more-than-human does to understanding and practicing a pedagogical narrations process: observing and documenting moments of practice; interpreting documentation individually and collectively to make learning visible; sharing the description with others, making it public to add to and deepen the interpretation; linking the narration to pedagogical practice; and evaluating, planning, and starting the process again. Diffraction is described as an analysis strategy put to work in Part 2 of the book, wherein traces of practice (e.g., narratives and photographs) are performatively offered to the reader to provoke thinking, rather than as “findings” or “truths” to be consumed. The chapter concludes with thinking about pedagogical narrations as an act of both storying (generating) and storytelling (sharing), with ethico-political implications for pedagogical practice.
