Post-qualitative filmic research in education: Utilizing a “re/active documentary” methodology

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This article discusses a filmic research methodology that notices the tangible aesthetic affective entanglements of entities. It explicitly notices traces of self as discernible in others as mattering and is understood as an affirmative movement that may enable an uptake of equal opportunity in education. This filmic work with former Australian schoolgirls expands on Bill Nichols’ framing of performative documentary by drawing on Karen Barad’s new materialist theory of intra-action, during the making and multiple re-presentations of the research. This phenomenon demonstrates the political power of the named “re/active documentary” as a perpetual and co-created intra-action with participants, image, “things,” and virtual audience. Difference in this research is not exterior but a movement of connections where the entanglement of participants, researcher, film artifact, and audience are fluid emergent parts co-constituted within the world.

Original languageEnglish
Pages (from-to)427-437
Number of pages11
JournalQualitative Inquiry
Volume23
Issue number6
DOIs
Publication statusPublished - 1 Jul 2017

Keywords

  • aesthetic
  • affect
  • agential realism
  • documentary film
  • performativity
  • schoolgirls

Cite this

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Post-qualitative filmic research in education : Utilizing a “re/active documentary” methodology. / Wolfe, Melissa Joy.

In: Qualitative Inquiry, Vol. 23, No. 6, 01.07.2017, p. 427-437.

Research output: Contribution to journalArticleResearchpeer-review

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