“I don't want them to feel like we’re part of the establishment”: teachers’ learning to work with refugee families as entangled becomings

Kendall, Alex and Puttick, Mary-Rose and Wheatcroft, L. (2021) “I don't want them to feel like we’re part of the establishment”: teachers’ learning to work with refugee families as entangled becomings. Professional Development in Education. ISSN 1941-5257

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Abstract

In this paper we ‘plug in’ ideas from post-qualitative thinking to read empirical material from Erasmus+ project, Open School Doors, and mobilise new ways of conceptualising teachers’ work with newly arrived families. Driven by commitments to inclusion and social justice teacher participants described tacit, in-the-moment, knowledge-making, that felt contingent and risky, as they sought to respond to encounters with families that demanded compassionate action but pushed them beyond the threshold of professional certainty and the would-be neutralities of ‘professional’ identities. We understand these affective responses to the work of teaching as ‘abductive’ moments (Brinkman 2014) of breakdown, rupture and estrangement, that draw attention to the always already becoming nature of professional practice. We put to work the concepts of entanglement, assemblage (Barad 2007) and rhizomes (Deleuze and Guattari 1987) to make use of ‘abductive’ moments as productive opportunities for exploration of teachers’ messy, implicated, intra-relatedness to their practice worlds and to imagine models of professional learning that promote connection and knowledge-in-the-making as ethical, ‘response-able’ (Barad, 2007) post/rhizo-professional alternative to linear forms of professional learning. Our discussion is embedded in a specific context but has important broader implications for the design of teacher education as preparation for complex anticipated working lives.

Item Type: Article
Identification Number: https://doi.org/10.1080/19415257.2021.1887920
Date: 11 February 2021
Uncontrolled Keywords: Newly arrived families, Teacher becomings, rhizomatics, assemblages rhizo-pedagogy
Subjects: X300 Academic studies in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
Depositing User: Alexandra Kendall
Date Deposited: 09 Feb 2021 09:29
Last Modified: 20 Feb 2021 10:19
URI: http://www.open-access.bcu.ac.uk/id/eprint/10897

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