Papers by Ann-Hege Lorvik Waterhouse
Contemporary Issues in Early Childhood
In this article, the authors experiment with data-ing as a methodology, and wonder how three rese... more In this article, the authors experiment with data-ing as a methodology, and wonder how three researchers—two in Oslo (Norway) and one in Melbourne (Australia)—can come closer to-with the research material by following and buggy-walking a young wayfarer in urban spaces and places. The ideas of not knowing and experimenting, making-with urban landscapes, transportation, materials, sounds, surfaces, bodily movements, minor gestures, and haptic engagement, transform their thinking about data-ing as research-creation while traveling and walking the city with a buggy and a young wayfarer's adventure. Their experimental method uses smartphones and digital technology, and the methodological contours in this article are attuned to and engage in and with multiple surfaces of an urban city landscape. Lines and threads transform into traces and create surfaces, and lines transforming into threads dissolve surfaces. The authors create city maps and investigate what digital tools, social medi...
Principles of Transversality in Globalization and Education, 2018
In this chapter, we textually enact Guattari’s transversality by charting the affects and intensi... more In this chapter, we textually enact Guattari’s transversality by charting the affects and intensities of a curated tea party performed at an educational research conference through a series of data events. We embrace (k)not-knowing, complexity, chaos, and desiring nonsense as depicted by Lewis Carroll’s Adventures of Alice in Wonderland. We experiment with Alice’s cartographies, temporalities, geographies, and bodies to generate spaces for more-than/other-than-human child/hoods. In doing so, we embrace and embody curious transversals in an attempt to rupture understandings of how early childhood education and care might relate to solidarity in a globalized time.
Form Akademisk - forskningstidsskrift for design og designdidaktikk, 2019
Artikkelen bygger på et forskningsprosjekt forankret i en formingsfaglig undervisningskontekst i ... more Artikkelen bygger på et forskningsprosjekt forankret i en formingsfaglig undervisningskontekst i barnehagelærerutdanninga. Gjennom en A/r/tografisk tilnærming undersøkes det hva som skjer når det åpnes for eksperimentelle, rhizomatiske og uforutsette prosesser som transformerer fysiske og digitale materialer og fenomener i skapende handlinger. Rammeplan for barnehagen fra 2017 forutsetter en fornyet digital praksis i barnehagen og i barnehagelærerutdanninga. Gjennom koblinger av materialer og digitale transformasjoner oppstår nye materielle uttrykk, og nye handlingsmuligheter i skapende prosesser produseres. I artikkelen vises det videre til hvordan skapende prosesser i et kollektivt læringsmiljø kan akkumulere mer kunnskap gjennom delt kunnskap ut fra en rhizomatisk forståelse av kunnskapsprosesser.
Our chapter invites you/them/us to think the notion of possible worlds in line(s) with Gilles Del... more Our chapter invites you/them/us to think the notion of possible worlds in line(s) with Gilles Deleuze’s writings about dividing worldly signs into different encounters. We are developing artistic encounters, as worldly signs in an attempt to ontologically infiltrate cartographies of child/ren/hood(s) in early childhood locations. And doing that through producing expanded posthuman artistic-assemblages by asking for difference. When Deleuze writes about difference this is a difference different from our own, which for us invites to do artwork as invention and creativity. Everything which happens and everything which appears is correlated with orders of differences: ‘differences of level, temperature, pressure, tension, potential, difference of intensity’. Difference goes beyond logics of meaning-making, reason, objectivity, knowledge and truth. Art allows and calls for other worlds than repeating and reproducing more of the same. Hence, an irreducible difference becomes a thinking-and doing-possibility that for us is unfolding the world – through art. Unfolding is like artistic refractive cuts – disturbing and shaking habitual modes of being and cutting-together-apart (Barad, 2012) with aesthetic power forcing, different art images and thoughts to come. Artistic thinkingdoing opens for the unexpected and put difference in motion – which Felix Guattari propose as an ethico- aesthetic – paradigm (1995, see also Springgay, 2011). Such thinking stresses the importance for creative Deleuzeoguttarian thinkingfeelingdoings – embedded in affects, intensities and flows.
In this chapter, we textually enact Guattari’s transversality by charting the affects and intensi... more In this chapter, we textually enact Guattari’s transversality by charting the affects and intensities of a curated tea party performed at an educational research conference through a series of data events. We embrace (k)not-knowing, complexity, chaos, and desiring nonsense as depicted by Lewis Carroll’s Adventures of Alice in Wonderland. We experiment with Alice’s cartographies, temporalities, geographies, and bodies to generate spaces for more-than/other-than-human child/hoods. In doing so, we embrace and embody curious transversals in an attempt to rupture understandings of how early childhood education and care might relate to solidarity in a globalized time.
Discourse: Studies in the Cultural Politics of Education, 2015
Form Akademisk - forskningstidsskrift for design og designdidaktikk
Artikkelen bygger på et forskningsprosjekt forankret i en formingsfaglig undervisningskontekst i ... more Artikkelen bygger på et forskningsprosjekt forankret i en formingsfaglig undervisningskontekst i barnehagelærerutdanninga. Gjennom en A/r/tografisk tilnærming undersøkes det hva som skjer når det åpnes for eksperimentelle, rhizomatiske og uforutsette prosesser som transformerer fysiske og digitale materialer og fenomener i skapende handlinger. Rammeplan for barnehagen fra 2017 forutsetter en fornyet digital praksis i barnehagen og i barnehagelærerutdanninga. Gjennom koblinger av materialer og digitale transformasjoner oppstår nye materielle uttrykk, og nye handlingsmuligheter i skapende prosesser produseres. I artikkelen vises det videre til hvordan skapende prosesser i et kollektivt læringsmiljø kan akkumulere mer kunnskap gjennom delt kunnskap ut fra en rhizomatisk forståelse av kunnskapsprosesser.
Qualitative Inquiry, 2016
Discourse: Studies in the Cultural Politics of Education, 2015
Discourse: Studies in the Cultural Politics of Education, 2015
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Papers by Ann-Hege Lorvik Waterhouse