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dc.contributor.authorNyhus, Kjersti Amdal
dc.date.accessioned2016-05-20T10:55:51Z
dc.date.available2016-05-20T10:55:51Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10642/3296
dc.descriptionMaster i barnehagepedagogikken_US
dc.description.abstractBy using a post-qualitative research approach and a placement within a post-methodology, I in this assignment conduct methodological experimentations. I experiment with both how I approach thinking in relation to research, how data is created, and how it is possible to create a scientific text. Additionally, my experimentations include looking at how I compose words, text, and the combination of all the elements that together form my assignment. My thesis question throughout the assignment is «What can I think?». This question reflects the intention of all my experimentations. This intention is to explore, and through exploratory and mutable approaches be able to make room for a creative methodology. The assignment orbits in and around silence as a force. I am curious to understand what is created when the elements I think/write/work with meet. By approaching silence as a verb in infinity, to silence, I experiment with affective data/writings, both in the form of pictures, text excerpts of handwritten notes and anecdotal information (memorial data) from my work in kindergartens. The data used, has been created by me, and is created and re-created when applied to Deleuzes philosophy of difference. I call these compositions. My experimentations create a selection of different paths in which I explore fractures, and which I allow to impact my text production. Thus, this assignment does not seek to understand what silence is, but what silence can become when combined with different elements I think/write/work within. As such, the findings in this assignment are not to provide answers, but rather an attempt to enable a complexity of different ways silence can be created. This can have implications for life in kindergarten, for what creates and shapes the terms for how silence is given space in a pedagogical practice. To think/write/work with the philosophy of difference allows for thinking a creation aspect and difference aspect. This means that my experimentations seek beyond a representational thinking in order to make way for differences, and to make writing a series of processes. I have chosen writing as a method of inquiry, and by doing so I leave room to think processes and the creation of knowledge. This also means that I make myself a part of my assignment, thus achieving a research position that directly impacts the writings I do. I use a selection of concepts from Deleuzes' extensive repertoire; event, affect and assemblage. Affect is used both as a concept to shed light on how I view both me and my data compositions, and as a concept that I think/write/work with in connection with the data compositions. Event is utilized as an analytical strategy in order to locate and create the fractions that occur in my text, and 3 by doing so emphasizes my thesis question «what can I think? ». Lastly, my writing assemblage works as a collection of everything I think/write/work, and thus creates the dynamic space I need in order to conduct my experimental master journey.en_US
dc.language.isonoben_US
dc.publisherHøgskolen i Oslo og Akershusen_US
dc.subjectDeleuzes forskjellsfilosofien_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.titleÅ tenke/skrive/virke med Deleuzes forskjellsfilosofi: -metodologiske eksperimentasjoner i å stillhet(e) med affektive data/skrivningeren_US
dc.typeMaster thesisen_US


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