Transmethodological mo(ve)ments
Creating a third space for emancipatory research
DOI:
https://doi.org/10.7146/ocps.v22i.133715Keywords:
Mo(ve)ment ethnography, Muslimness, Gang exit processes, Researcher positioning, TransmethodologyAbstract
This article presents the authors’ collaboration with a former gang leader, referred to as X, as part of a research project exploring identity transformation and mo(ve)ments beyond gang engagement. The project is based on a transmethodological approach that involves different embodied researcher positionalities, theoretical engagements, and a merging of diverse research fields. The exploration of the different movements and changes in X’s life is based on, what we call a transmethodological mo(ve)ment ethnography, exploring mo(ve)ments of transformation of identity, engagement and community in the everyday life of X, who is striving to become a good, practicing Muslim. This approach makes it possible to go into depth with key moments of change in a subject’s life and pursue them from different theoretical perspectives by integrating and transgressing concepts, analytical gazes and positionalities. To analyze and understand the former gang leader’s life and process of transformation, we utilize poststructuralist and decolonial theory and integrate these approaches with those of social practice theory and critical psychology. In this article, we examine how we as researchers can transverse different theoretical and embodied positionings, analyzing transmethodology as closely linked to the positioning of the researcher, and ultimately pointing towards an emancipatory form of research practice.
References
Althusser, L. (1983). Ideologi og ideologiske statsapparater (Forskningsnotater). [Ideology and ideological stateapparatus]. Forlaget Grus.
Banks, J. (2006). Foreword. Ladson-Billings, G. & Tate, W. (eds.) Education Research in the Public Interest: Social Justice, Action, and Policy. Teachers College Press.
Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matte Comes to Matter. Signs - Journal of Women in Culture and Society. 28(3). https://www.journals.uchicago.edu/doi/full/10.1086/345321
Bhabha, H. (1994). The location of culture. Routledge.
Blakely, E. & Hemphill, D. (2021). Opening third spaces for research in education: Challenging the Limits of Technocratic Methods. Myers Education Press, LLC.
Braidotti, R. (2010). Elemental complexity and relational vitality: The relevance of nomadic thought for contemporary science. In P. Gaffney (ed.), The force of the virtual. University of Minnesota Press.
Braidotti, R. (2013). The posthuman. Polity Press.
Brotherton, D. (2019). Studying the gang through critical ethnography, in Haggerty, K.D. and Bucerius, S. (eds.) Oxford University Handbook of Ethnographies of Crime and Criminal Justice. Oxford University Press. https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1606&context=gc_pubs
Butler. J. (2009). Frames of War: When is Life Grievable? Verso Books.
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6): 1241-1299 https://blogs.law.columbia.edu/critique1313/files/2020/02/1229039.pdf
Christensen, T. W. and Mørck, L. L. (2017). Bevægelser i og på tværs af ekstreme grupper og bande- og rockermiljøet: En kritisk undersøgelse og diskussion af “cross- over” [Movements in and across extremist groups and the “biker gang environment”: A¬ critical examination and discussion of cross- over]. DPU, Aarhus University. https://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Bevaegelser_i_og_paa_tvaers_af_ekstreme_grupper.pdf
Chen, M. (2012). Animacies: Biopolitics, Racial Mattering, and Queer Affect. Duke University Press.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1): 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
Davies, B. (2000). A Body of Writing- 1990-1999. AltaMira Press.
Davies, B., Dormer, S., Gannon, S., Laws, C., Lenz Taguchi, H., McCann, H. & Rocco, S. (2001). Becoming schoolgirls: The ambivalent process of subjectification. Gender and Education, 13 (2): 167-182. https://doi.org/10.1080/09540250124848
Davies, B. & Gannon, S. (Ed.). (2006). Doing Collective Biography. Open University Press.
Deuchar, R., Mørck, L. L., Matemba, Y. H., Mclean, R. & Riaz, N. (2016). ‘It’s as if you’re not in the Jail, as if you’re not a Prisoner’: Young Male Offenders’ Experiences of Incarceration, Prison Chaplaincy, Religion and Spirituality in Scotland and Denmark. The Howard Journal, 55 (1-2): 131-150. https://doi.org/10.1111/hojo.12160
D’Cruz, H. & Gillingham, P. (2017). Participatory research ideals and practice experience: Reflections and analysis, Journal of Social Work, 17(4): 434-452. https://doi.org/10.1177/1468017316644704
DePalma, R. (2010). Socially just research for social justice: negotiating consent and safety in a participatory action research project, International Journal of Research & Method in Education, 33(3): 215-227 https://doi.org/10.1080/1743727X.2010.511713
Dreier, O. (2008). Psychotherapy in Everyday Life. Cambridge University Press.
Fanon, F. (1952) Black Skin, White Masks. Grove Press.
Fine, M., Weiss, L., Weseen, S. & Wong, L. (2003). `For Whom? Qualitative Representations, and Social Responsibilities', in N. Denzin and Y. Lincoln (eds) The Landscape of Qualitative Research: Theories and Issues, (pp. 167-207) CA: SAGE 2,
Foucault, M. (1977). Discipline and Punish. The birth of the prison. Penguin Books.
Foucault, M. (1982). The Subject of Power. Dreyfus, H. & Rabinow, P. (eds.). Michel Foucault - Beyond Structuralism and Hermeneutics. Chicago University Press.
Gilliam, L. (2017). The impossible bilingual boys: civilising efforts and oppositional forms in a multi-ethnic class. In L. Gilliam, & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 138-164). Pluto Press. Anthropology, Culture and Society
Hage, G. (2010). The Affective Politics of Racial Mis-interpellation. Theory, Culture & Society, 27(7–8): 112–129. https://doi.org/10.1177/0263276410383713
Haraway, D. (1988). Situated Knowledges - The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies. 14(3): 575-599. Stable URL: http://www.jstor.org/stable/3178066
Haug, F. et al (1987). Female sexualisation, A Collective Work of Memory. Verso.
hooks, b. (2004). We Real Cool - Black Men and Masculinity. Routledge.
Kanuha V. K. (2000). "Being" native versus "going native": conducting social work research as an insider. Social work, 45(5): 439–447. https://doi.org/10.1093/sw/45.5.439
Khawaja, I. (2010). To belong everywhere and nowhere – fortællinger om muslimskhed, fællesgørelse og belonging. PhD dissertation. Department of Psychology and Educational Studies, Roskilde University.
Khawaja, I., & Mørck, L. L. (2009). Researcher positioning: Muslim “Otherness” and beyond. Qualitative research in psychology, 6(1-2): 28-45. DOI: 10.1080/14780880902900713
Khawaja, I. (2014). Muslimness and prayer: the performance of religiosity in everyday life in and outside school. In M. Sedgwick (ed.), Making European Muslims: religious socialization among young Muslims in Scandinavia and Western Europe (pp. 187-204). Routledge. Routledge studies in religion.
Khawaja, I., & Kousholt, D. (2021). Editorial: Transmethodology - Creating spaces for transgressive and transformative inquiry. Outlines, 22(1): 1-21. DOI: https://doi.org/10.7146/ocps.v22i.126190
Khawaja, I. (2022). Memory Work as Engaged Critical Pedagogy: Creating Collaborative Spaces for Reflections on Racialisation, Privilege and Whiteness. Nordic Journal of Social Research. 13(1). https://www.idunn.no/doi/10.18261/njsr.13.1.8
Kofoed, J., & Staunæs, D. (2015). Hesitancy as ethics. Reconceptualizing Educational Research Methodology, 6(2). https://doi.org/10.7577/rerm.1559
Laing, R. D. (1967/1990). The Politics of Experience and The Bird of Paradise. Penguin Books
Lave, J. & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. Cambridge University Press
Lave, J. (2019). Everyday Life and Learning: Access, Participation and Changing Practice. Cambridge University Press.
Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing Coalition Against Multiple Oppressions, Rowman & Littlefield Publishers.
Mørck, L. L. (2021). New standards for social practice ethics? Researching processes of gang exit with¬ former gang members. In Brotherton and Gude (eds). International Handbook of Critical Gang Studies. (pp. 138-152) Routledge.
Mørck, L. L. (2011). Studying empowerment in a socially and ethnically diverse social work community in Copenhagen, Denmark. Ethos, 39(1): 115-137. https://doi.org/10.1111/j.1548-1352.2010.01174.x
Mørck, L. L. and Celosse-Andersen, M. C. (2016). Livsførelseslisten: Omfattende identitetsforandring efter bande/rocker- involvering [The Life Conduct List: Identity Formation after Biker gang involvement], Nordiske Udkast, 44(2): 49–67.
Mørck, L. L. and Celosse-Andersen, M. C. (2019). Mo(ve)ment-methodology: Identity formation moving beyond gang involvement, Annual Review of Critical Psychology, 16: 634–670. https://thediscourseunit.files.wordpress.com/2019/12/0634.pdf
Mørck, L. L., Hartvig, K. and Bildstedfelt, C. (2020). New meanings, new communities and new identity? Former (biker) gang members’ self- representation and self- exposure through dialogical practices, in Melde, C. and Weerman, F. (eds.) Gangs in the Era of Internet and Social Media. (pp. 199–223) Springer
Mørck, L. L., Hussain, K., Møller-Andersen, C., Özüpek, T., Palm, A-M., & Hedegaard Vorbeck , I. (2013). Praxis development in relation to gang conflicts in Copenhagen, Denmark. Outlines, 14(2): 79-105. http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/9794
Mørck, L. L. and Khawaja, I. (in press). Learning to be a good Muslim. Movements beyond gang engagement and radicalization. In: Generating Differentiated Equity – A ¬Situated Learning for our Times (working title), to be send to Cambridge University Press.
Nissen, M. (2012). Subjectivity of Participation: Articulating Social Work with Youth in Copenhagen. Palgrave Macmillan.
Osterkamp, U. (2000). Livsførelse som subjektvidenskabelig problematik. [Conduct of everyday life as a problematic within subject science]. Nordiske Udkast, 5(27): 5-28.
Razack, S. (2004) Imperilled Muslim Women, Dangerous Muslim Men and Civilized Europeans: Legal and Social Responses to Forced Marriages. Feminist Legal Studies, 12: 129–174, https://doi.org/10.1023/B:FEST.0000043305.66172.92
Said, E. (1978). Orientalism - Western Conceptions of the Orient. Penguin Books.
Schraube, E., & Osterkamp, U. (eds.) (2013). Psychology from the standpoint of the subject: Selected writings of Klaus Holzkamp. Palgrave Macmillan. Critical Theory and Practice in Psychology and the Human Sciences
Spivak, G. (1988) Can the Subaltern Speak? In Nelson, C. and Grossberg, L. (eds.) Marxism and the Interpretation of Culture. (pp. 66-111). Macmillan. http://abahlali.org/files/Can_the_subaltern_speak.pdf
Springgay, S. & Truman, 2017. A Transmaterial Approach to Walking Methodologies: Embodiment, Affect, and a Sonic Art Performance, Body and Society, 23(4): 27–58. https://doi.org/10.1177/1357034X17732626
Stenner, P. (2018). Liminality and Experience: A¬ Trans-Disciplinary Approach to the Psycho- Social. Palgrave Macmillan.
Søndergaard, D. M. (2005). Academic Desire Trajectories: Retooling the Concepts of Subject, Desire and Biography. European Journal of Women’s Studies, 12(3): 297–313.
Swartz, S. (2011). Going deep and giving back strategies for exceeding ethical expectations when researching among vulnerable youth, Qualitative Research, 11(1), 47–68. https://doi.org/10.1177/1468794110385885
Torre, M. E. (2008). Participatory Action Research and Critical Race Theory: Fueling Spaces for Nos-otras to Research. Urban Review 41:106–120, DOI 10.1007/s11256-008-0097-7
Wynter, S. (2003). Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument. CR: The New Centennial Review 3(3): 257-337. doi:10.1353/ncr.2004.0015
Downloads
Published
How to Cite
Issue
Section
License
From issue no. 1 2022 and onward, the journal uses the CC Attribution-NonCommercial- Share Alike 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/) The authors retain the copyright to their articles.
The articles published in the previous 37 issues (From Vol. 1, no. 1, 1999 to Vol. 22, No. 1, 2021, are published according to Danish Copyright legislation. This implies that readers can download, read, and link to the articles, but they cannot republish these articles. The journal retain the copyright of these articles. Authors can upload them in their institutional repositories as a part of a green open access policy.
