In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.
BanselP. (2007). Subjects of choice and lifelong learning. International Journal of Qualitative Studies in Education, 20, 283-300.
2.
BaradK. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28, 801-831.
3.
BaradK. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
4.
BennettJ. (2000). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
5.
BozalekV.ZembylasM. (2016). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30, 111-127.
6.
ClaiborneL. (2017). Travels with my father: Animating an imperceptible relationship. Qualitative Inquiry, 23, 257-266.
7.
DaviesB. (2008). Re-thinking “behaviour” in terms of positioning and the ethics of responsibility. In PhelanA.SumsionJ. (Eds.), Critical readings in teacher education: Provoking absences (pp. 173-186). Rotterdam, The Netherlands: Sense Publishers.
8.
DaviesB. (2014). Listening to children: Being and becoming. London, England: Routledge.
9.
DaviesB. (2017). Animating ancestors: From representation to diffraction. Qualitative Inquiry, 23, 267-275.
10.
DaviesB.BanselP. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20, 247-259.
11.
DaviesB.De SchauwerE.ClaesL.De MunckK.Van De PutteI.VersticheleM. (2013). Recognition and difference: A collective biography. International Journal of Qualitative Studies in Education, 26, 6680-6691.
12.
DaviesB.GannonS. (2009). Pedagogical encounters. New York, NY: Peter Lang.
13.
DaviesB.GannonS. (2013). Collective biography and the entangled enlivening of being. International Review of Qualitative Research, 5, 357-376.
14.
DaviesB.HarréR. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43-63.
15.
DeleuzeG. (1994). Difference and repetition. London, England: Continuum.
16.
De SchauwerE.Van de PutteI.BlockmansI.DaviesB. (2018). The intra-active production of normativity and difference. Gender and Education, 30, 607-622. doi:10.1080/09540253.2016.1259463
17.
De SchauwerE.Van de PutteI.Van GoidsenhovenL.BlockmansI.VandecasteeleM.DaviesB. (2017). Animating disability differently: Mobilizing a heterotopian imagination. Qualitative Inquiry, 23, 276-286.
18.
FoucaultM. (1980). Power/knowledge: Selected interviews and other writings, 1972-1977. New York, NY: Pantheon Books.
19.
FreireP. (2000). Pedagogy of the oppressed (30th Anniversary ed.). London, England: Continuum.
20.
GabelS.PetersS. (2004). Presage of a paradigm shift? Beyond the social model of disability toward resistance theories of disability. Disability & Society, 19, 585-600.
21.
GoldsteinT. (2010). Snakes and ladders: A performed ethnography. International Journal of Critical Pedagogy, 3, 68-113.
22.
JacksonY. A.MazzeiL. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York, NY: Routledge.
23.
KofoedJ.StennerP. (2017). Suspended liminality: Vacilating affects in cyberbuylling/research. Theory & Psychology, 27, 167-182.
24.
Lenz TaguchiH. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York, NY: Routledge.
25.
Lenz TaguchiH.PalmerA. (2013). A more “livable” school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. Gender and Education, 19, 671-687.
26.
MaclureM. (2011). Qualitative inquiry where are the ruins?Qualitative Inquiry, 17, 997-1005.
27.
MazzeiL. (2014). Beyond an easy sense: A diffractive analysis. Qualitative Inquiry, 20, 742-746.
28.
MazzeiL. (2016). Voice without a subject. Cultural Studies ↔ Critical Methodologies, 16, 151-161.
29.
McLeodJ. (2017). Reframing responsibility in an era of responsibilisation: Education, feminist ethics. Discourse: Studies in the Cultural Politics of Education, 38, 43-56. doi:10.1080/01596306.2015.1104851
30.
Revelles-BenaventeB.Gonzales RamosM. (2017). Teaching gender: Feminist pedagogy and responsibility in times of political crisis. New York, NY: Routledge.
31.
St. PierreE. A.JacksonA. Y.MazzeiL. A. (2016). New empiricisms and new materialisms: Conditions for new inquiry. Cultural Studies ↔ Critical Methodologies, 16, 99-110.
32.
TaylorS. (2000). “You‘re not a retard, you’re just wise”: Disability, social identity, and family Networks. Journal of Contemporary Ethnography, 29, 58-92.
33.
UlmerJ. (2017). Posthumanism as research methodology: Inquiry in the anthropocene. International Journal of Qualitative Studies in Education, 30, 832-848.
34.
Van de PutteI.De SchauwerE.Van HoveG.DaviesB. (2018). Rethinking agency as an assemblage from change management to collaborative work. International Journal of Inclusive Education, 22, 885-901. doi:10.1080/13603116.2017.1412514
