Feeling Listened To: A Parsesciencing Inquiry

Feeling listened to as a universal humanuniverse living experience was investigated with the Parsesciencing mode of inquiry. Historians were 10 English-speaking adults between 18 and 65 years old who had been hospitalized, willing to share their experiences of feeling listened to. The inquiry stance was “What is the discerning extant moment of the universal humanuniverse living experience of feeling listened to?” The major discovery of this investigation revealed the discerning extant moment as: Feeling listened to is uplifting recognition amid disconcerting rebuff, as treasured affiliations surfaces with joyful gratification.

Feeling Ashamed: A Parsesciencing Inquiry

The universal humanuniverse living experience of feeling ashamed was explored using the Parsesciencing mode of inquiry. The inquiry stance was: What is the discerning extant moment of the universal humanuniverse living experience of feeling ashamed? Historians were 10 adults living in a community in upstate New York. The major discovery of this Parsesciencing inquiry was the discerning extant moment: Feeling ashamed is penetrating encumbrance with isolating concealment emerging with diverse affiliations.

Identités sociomatérielles et création d’histoires plurilingues et numériques

In the context of this special issue offering new materialist viewpoints in the field of language education, a sociomaterial perspective allows me to question an anthropocentric definition of learners’ and teachers’ identities in a school context. Looking at two moments of plurilingual and digital story production that occurred in an elementary school located in a major city in British Columbia, I trace the trajectories of sociomaterial agencements which involved learners, languages, spaces, researchers and other materials. I adopt a post-qualitative inquiry stance and go back and forth between concepts from posthumanist, new materialist, Deleuzo-Guattarian and Indigenous perspectives and narrative descriptions, screenshots and other figures. Thinking with theories, I follow unpredictable lines of flight which lead to the rhizoanalysis of two moments lived in a French immersion classroom, and I invite readers to come up with their own questions and to take part in the inquiry process. The following concepts – spatial repertoires, agencements, body materiality, excesses and flows of affect – demand that we widen our gaze in research and in practice so that we can better understand the dynamic identity agencements that gather diverse human and material elements.

A Parsesciencing Inquiry on Hope

Hope is a universal humanuniverse living experience. The author engaged in the Parsesciencing inquiry as a mode of inquiry unique to the humanbecoming paradigm. The inquiry stance was: What is the discerning extant moment of the universal humanuniverse living experience of hope? Historians were 10 individuals, living in the community, who were age 18 and above. The major discovery of this Parsesciencing inquiry was the discerning extant moment: Hope is envisioning possibilities with contentment, as tenacious forbearance amid the arduous arises with treasured affiliations.

An appreciative inquiry into foreign national prisoners’ participation in prison activities: The role of language

This article presents the findings of 51 interviews with foreign national prisoners in Flanders (Belgium). Following an appreciative inquiry stance, the aim is to understand how foreign nationals experience (accessibility to) prison activities (for example, education, work, sports activities and worship) and to investigate if and how this differs between foreign-speaking and Dutch-speaking foreign nationals. A thematic analysis of the interviews revealed several components of the activities offered that were perceived by the foreign nationals to be ‘working well’ and revealed several dreams concerning the activities for foreign nationals. Within each theme considered, similarities and dissimilarities among foreign-speaking and Dutch-speaking foreign nationals are described. This article argues that foreign nationals are confronted with a new pain of imprisonment, namely ‘the pain of (non-)participation’. The findings could enable a shift from supply-driven to tailor-made activities for foreign national prisoners.

Changing the Lens: Mapping the Development of Research Dispositions in Programmes of Initial Teacher Education (ITE)

The vision for ITE in Wales requires that NQTs understand how to conduct 'close-to-practice' research and are able to articulate evidence-informed approaches to pedagogy (Furlong, 2016; Welsh Government 2018). This paper describes the processes by which one HEI-school partnership (the APLP) developed programmes of ITE to respond to this vision, specifically focussing on the journey of the student-teacher through the development of four research dispositions. The programmes seek to ensure that ITE students develop an 'inquiry stance', where this reflects the understandings of Cochran-Smith (2011) who uses the term inquiry to refer to teachers' questioning, and the metaphor of stance to allude orientation and position. In order to support the research skills needed to adopt an inquiry stance, the work of Orchard and Winch (2015) has been adapted and distilled into four dispositions for the student?teacher and progression steps have been identified for differing levels of study. The research dispositions and associated knowledge, skills, understandings and behaviours have been mapped through the content of the modules in each ITE programme on offer. We include a consideration of the tensions apparent in the development of detailed module content and conjecture that these may be an inevitable result of the professional habit of performativity that results from education systems historically driven by structures of accountability.