Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Applied Linguistics Review

Editor-in-Chief: Wei, Li


IMPACT FACTOR 2018: 1.098
5-year IMPACT FACTOR: 1.871

Online
ISSN
1868-6311
See all formats and pricing
More options …

‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees

Katja Frimberger / Ross White / Lyn Ma
Published Online: 2018-05-10 | DOI: https://doi.org/10.1515/applirev-2016-1061

Abstract

The following article puts to work an affirmative approach to critical theory through poetic mappings of the process of crafting identity boxes with ESOL students from refugee and asylum backgrounds in a Glasgow-based college in Scotland (UK). The article takes as its starting point the work of feminist and neo-materialist thinkers who argue for an ontological re-orientation of our practices of inquiry. This involves the questioning of positivist research orientations, which regard language as mere second-order representations of a primary reality. We argue that such representationalist logic can implicate research participants in deficit orientations, especially when their embodied and often contested ways of being in the world defy purely linguistic or other ‘fixed’ cultural representations. With the aim to embrace epistemological uncertainty and prioritise our participants’ embodied self-articulations over our “rage for meaning” (MacLure 2013), we experimented with poetic mappings as neomaterialist, arts-based research tools.

Keywords: New materialism; ESOL education; epistemological uncertainty; arts-based research; poetic mapping; identity box pedagogy

References

  • Arizpe, Evelyn, Teresa Colomer & Carmen Martínez-Roldán. 2015. Visual journeys through wordless narratives: An international inquiry with immigrant children and the arrival. London: Bloomsbury.Google Scholar

  • Arizpe, Evelyn, Caroline Bagelman, Alison M. Devlin, Maureen Farrell & Julie E. McAdam. 2014. Visualizing intercultural literacy: Engaging critically with diversity and migration in the classroom through an image-based approach. Language and Intercultural Communication 14(3). 301–312.Web of ScienceGoogle Scholar

  • Barad, Karen. 2003. Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society 28(3). 801–829. http://humweb.ucsc.edu/feministstudies/faculty/barad/barad-posthumanist.pdf (accessed 19 August 2016).Crossref

  • Barad, Karen. 2007. Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NY: Duke University Press.Google Scholar

  • Berhane, Selam. 2015. A systematic review of psychological distress in unaccompanied refugee minors migrating to Europe. MSc dissertation: University of Glasgow.Google Scholar

  • Boal, Augusto. 2006. Aesthetics of the oppressed. London & New York: Routledge.Google Scholar

  • Braidotti, Rosi. 2006. Transpositions. On nomadic ethics. Cambridge: Polity Press.Google Scholar

  • Bronfenbrenner, Urie. 1979. The ecology of human development. Cambridge, MA: Harvard University Press.Google Scholar

  • Bronfenbrenner, Urie. 1986. Ecology of the family as a context for human development. Developmental Psychology 22(6). 723–742.CrossrefGoogle Scholar

  • Butler, Judith. 2005. Giving an account of oneself. New York: Fordham University Press.Google Scholar

  • Deleuze, Giles. 2004. The logic of sense. London: Continuum.Google Scholar

  • Deleuze, Giles & Felix Guattari. 1987. A thousand plateaus: Capitalism and schizophrenia. Minneapolis, MN: University of Minnesota Press.Google Scholar

  • Dennis, Rea. 2007. Inclusive democracy: A consideration of playback theatre with refugee and asylum seekers in Australia. Research in Drama Education: The Journal of Applied Theatre and Performance 12(3). 355–370.CrossrefGoogle Scholar

  • Dennis, Rea. 2008. Refugee performance: Aesthetic representation and accountability in playback theatre. Research in Drama Education: The Journal of Applied Theatre and Performance 13(2). 211–215.CrossrefGoogle Scholar

  • Dennis, Rea. 2009. Big clumsy feet stomping all over: Shame, caution and fear in performance for peace building. Studies in Theatre and Performance 29(1). 53–66.CrossrefGoogle Scholar

  • Derrida, Jacques. 1978. Writing and difference. Chicago, IL: University of Chicago Press.Google Scholar

  • Dolphijn, Rick & Iris van der Tuin. 2012. New materialism: Interviews and cartographies. Michigan, MI: Open Humanities Press. http://hdl.handle.net/2027/spo.11515701.0001.001 (accessed 19 August 2016).

  • Dunn, Julie, Penny Bundy & Nina Woodrow. 2012. Combining drama pedagogy with digital technologies to support the language learning needs of newly arrived refugee children: A classroom case study. Research in Drama Education: The Journal of Applied Theatre and Performance 17(4). 477–499.CrossrefGoogle Scholar

  • Education Scotland. 2014. English for speakers of other languages in Scotland’s colleges: A subject-based aspect report on provision in Scotland’s colleges. http://www.educationscotland.gov.uk/Images/ESOLinScotlandsColleges130614_tcm4-832231.pdf (accessed 19 August 2016).

  • Foucault, Michel. 1989. The archaeology of knowledge. London & New York: Routledge.Google Scholar

  • Freire, Paolo. 1973. Pedagogy of the oppressed. New York: Seabury.Google Scholar

  • Freire, Paolo. 1995. Pedagogy of hope: Reliving pedagogy of the oppressed.Trans. Robert R. Barr. New York: Continuum.Google Scholar

  • Hassett, Darwene D. 2008. Teacher flexibility and judgement: A multidynamic literary theory. Journal of Early Childhood Literacy 8(3). 295–327.CrossrefGoogle Scholar

  • Hassett, Darwene D. 2016. Visual language, visual literacy: Education à la Modes. In Julianne Moss & Barabara Pini (eds.), Visual research methods in educational research, 133–149. Basingstoke & New York: Palgrave Macmillan.Google Scholar

  • Hickey-Moody, Anna. 2013. Youth, arts and education. London & New York: Routledge.Google Scholar

  • Hickey-Moody, Anna. 2016. Youth agency and adult influence: A critical revision of little publics. Review of Education, Pedagogy, and Cultural Studies 38(1). 58–72.CrossrefWeb of ScienceGoogle Scholar

  • Hickey-Moody, Anna & Peta Malins (eds.). 2007. Deleuzian encounters: Studies in contemporary social issues. Basingstoke & New York: Palgrave Macmillan.Google Scholar

  • Hickey-Moody, Anna & Tara Page (eds.). 2016. Arts, pedagogy and cultural resistance: New materialism. London & New York: Rowman and Littlefield.Google Scholar

  • Lather, Patti. 1993. Fertile obsessions: Validity after poststructuralism. The Sociological Quarterly 34(4). 673–693.CrossrefGoogle Scholar

  • Lather, Patti. 2009a. Getting lost: Feminist efforts toward a double(d) science. Frontiers: A Journal of Women Studies 30(1). 222–230.CrossrefGoogle Scholar

  • Lather, Patti. 2009b. Getting lost: Social science and/as philosophy. Educational Studies 45. 342–357.Google Scholar

  • Lather, Patti. 2013. Methodology-21: What do we do in the afterward? International Journal of Qualitative Studies in Education 26(6). 634–645.CrossrefGoogle Scholar

  • Law, John. 2004. After method: Mess in social science research. London & New York: Routledge.Google Scholar

  • Law, John. 2009. Seeing like a survey. Cultural Sociology 3. 239–256.Web of ScienceCrossrefGoogle Scholar

  • Law, John & Marianne Elisabeth Lien. 2012. Slippery: Field notes in empirical ontology. Studies of Social Science 43(3). 363–378.Web of ScienceGoogle Scholar

  • Lederach, John Paul & Angela Jill Lederach. 2010. When blood and bones cry out: Journeys through the soundscape of healing and reconciliation. New York, Auckland & Capetown: Oxford University Press.Google Scholar

  • Lenz Taguchi, Hillevi. 2013. Images of thinking in feminist materialisms: Ontological divergences and the production of researcher subjectivities. International Journal of Qualitative Studies in Education 26(6). 706–716.CrossrefGoogle Scholar

  • Malkki, Liisa H. 1995. Refugees and exile: From “refugee studies” to the national order of things. Annual Review of Anthropology 24. 495–523.CrossrefGoogle Scholar

  • Martin, Adrian D. & George Kamberelis. 2013. Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education 26(6). 668–679.CrossrefGoogle Scholar

  • MacLure, Maggie. 2013. Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education 26(6). 658–667.CrossrefGoogle Scholar

  • Palermo, James. 2002. Poststructuralist readings of the pedagogical encounter. New York: Peter Lang.Google Scholar

  • Rancière, Jacques. 2004. The politics of aesthetics. London, New Delhi & New York: Bloomsbury.Google Scholar

  • Sarup, Madan. 1993. An introductory guide to post-structuralism and postmodernism. Athens, GA: University of Georgia Press.Google Scholar

  • Serafini, Frank. 2014. Reading the visual: An introduction to teaching multimodal literacy. New York: Teachers College Press.Google Scholar

  • Shuman, Amy. 2005. Other people’s stories: Entitlement claims and the critique of empathy. Urbana, Chicago & Springfield, IL: University of Illinois Press.Google Scholar

  • St. Pierre, Elizabeth. 2013. The posts continue: Becoming. International Journal of Qualitative Studies In Education (QSE) 26(6). 646–657.CrossrefGoogle Scholar

  • Yohani, Sophie. 2008. Creating an ecology of hope: Arts-based interventions with refugee children. Child & Adolescent Social Work Journal 25(4). 309–323.CrossrefGoogle Scholar

About the article

Katja Frimberger

Katja Frimberger is Lecturer in Theatre (Department of Arts and Humanities) at Brunel University London. Her research draws on affirmative approaches to critical theory across theatre, culture and intercultural language studies. She is continually curious to explore the possibilities and limitations of art-making practices to express, critically reflect on and transform migratory experiences.

Ross White

Ross White is Reader in Clinical Psychology at the Institute of Psychology, Health and Society, University of Liverpool. His research investigates mindfulness-based treatments and acceptance and commitment therapy for people diagnosed with complex mental health problems. He is engaged in scholarly activity that investigates the role that socio-cultural factors play in the manifestation of mental health difficulties, and explores how psychological interventions can be adapted to accommodate cultural beliefs and practices.

Lyn Ma

Lyn Ma has been teaching for over 25 years. She has taught in the community, in secondary schools and FE colleges. She was an Associate Assessor for Education Scotland. She is currently a Senior Lecturer at Glasgow Clyde College. During the last 9 years she has developed a unique ESOL programme for young separated asylum seekers and refugees who have come to live in Scotland. She has created resources and materials that are specifically designed to include opportunities for personal and social development, music, art outdoor education and ESOL. She is interested in how all forms of Art can be used to help young migrants discover their potential, create a sense of belonging and provide opportunities for social healing. She is currently exploring how to integrate the practice of Mindfulness into her teaching.


Published Online: 2018-05-10

Published in Print: 2018-05-25


This work was supported by the Arts and Humanities Research Council [grant number AH/L006936/1].


Citation Information: Applied Linguistics Review, Volume 9, Issue 2-3, Pages 391–419, ISSN (Online) 1868-6311, ISSN (Print) 1868-6303, DOI: https://doi.org/10.1515/applirev-2016-1061.

Export Citation

© 2018 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

[1]
Lou Harvey, Brad McCormick, and Katy Vanden
Language and Intercultural Communication, 2019, Page 1

Comments (0)

Please log in or register to comment.
Log in