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Animating classroom ethnography: overcoming video‐fear

Animating classroom ethnography: overcoming video‐fear This article addresses the use of video in classroom research. Influenced by the work of Deleuze on cinema, it challenges the mundane realism that continues to regulate video method, and its role in perpetuating what Deleuze calls the ‘everyday banality’ that produces and conceals the ‘intolerable’. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunted set of possible futures for children. Written by four ethnographers of early childhood who have themselves (mis)used video cameras in classrooms, the article describes an experimental video film that attempts to intervene in the repetitious production of the banal. The film takes the form of an assemblage that deploys montage, cutting, disconnections of sound, vision and script, and the jolt of the irrational cut. In particular, it tries to mobilise the barely formed, dimly glimpsed sensations that comprise ‘affect’ in its Deleuzian sense. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Qualititative Studies in Education Taylor & Francis

Animating classroom ethnography: overcoming video‐fear

14 pages

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References (21)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1366-5898
eISSN
0951-8398
DOI
10.1080/09518391003645370
Publisher site
See Article on Publisher Site

Abstract

This article addresses the use of video in classroom research. Influenced by the work of Deleuze on cinema, it challenges the mundane realism that continues to regulate video method, and its role in perpetuating what Deleuze calls the ‘everyday banality’ that produces and conceals the ‘intolerable’. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunted set of possible futures for children. Written by four ethnographers of early childhood who have themselves (mis)used video cameras in classrooms, the article describes an experimental video film that attempts to intervene in the repetitious production of the banal. The film takes the form of an assemblage that deploys montage, cutting, disconnections of sound, vision and script, and the jolt of the irrational cut. In particular, it tries to mobilise the barely formed, dimly glimpsed sensations that comprise ‘affect’ in its Deleuzian sense.

Journal

International Journal of Qualititative Studies in EducationTaylor & Francis

Published: Sep 1, 2010

Keywords: Deleuze; classroom ethnography; early childhood; video recording; affect

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