In this article, we explore through a series of productions our analytic relationships with an interview with Iris—a fourth-grade student who participated in a post-intentional phenomenological study focusing on how social class–sensitive photo storying took shape in a high-poverty elementary school. Following Deleuze and Guattari’s configuration of assemblage as a constant process of making and unmaking, we have plugged into our assemblage (Jackson and Mazzei) some poetry and a dramatization, as well as some of the expected productions of academic writing such as theory, citations, and methodology. In this way, we reconceive the phenomenon as an assemblage that produces, rather than means.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Social Class-Sensitive Photo-Storying Study was financially supported by the Office of the Vice President for Research, University of Minnesota.
© 2016, © 2016 SAGE Publications.
- arts-based inquiry
- methods of inquiry
- new methods and methodologies
- post-intentional phenomenology
- qualitative research
- qualitative research and education