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dc.contributor.authorAndersen, Camilla Eline
dc.date.accessioned2019-04-05T09:50:49Z
dc.date.available2019-04-05T09:50:49Z
dc.date.created2018-01-17T16:43:24Z
dc.date.issued2018
dc.identifier.citationReconceptualizing Educational Research Methodology (RERM). 2018, 9 (1), 55-68.nb_NO
dc.identifier.issn1892-042X
dc.identifier.urihttp://hdl.handle.net/11250/2593461
dc.descriptionThis is an open access article originally published in RERM. The article can be found on publisher's webpage by following this link: http://158.36.161.173/index.php/rerm/article/view/2702nb_NO
dc.description.abstractThe focus of this article is affirmative critique, its ontological grounding, and a record of an attempt to perform an affirmative critical analysis with documented strange race-things. It is inspired by the debate on limitations of Enlightened critical practice, and writings on a proposed alternative; affirmative critique (Braidotti, 2011, 2013). Grounded in an ontology of difference, affirmative critique suggests to affirm and create other ways of speaking and living to ‘push power a little’ (Bunz, Kaiser, & Thiele, 2017a, p. 16). Further, it is argued that this might be a more transformative mode than the traditional Enlightened critique informing decades of multitudes of politics, perspectives and practices offered to work against how race is stubbornly becoming in unjust ways. The affirmative critical analysis performed is an experimentation with a print of a photographic image; an art-ing with data.nb_NO
dc.language.isoengnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleAffirmative critique and strange race-things: Experimenting with art-ing as analysisnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holderCopyright (c) 2018 Camilla Eline Andersennb_NO
dc.source.pagenumber55-68nb_NO
dc.source.volume9nb_NO
dc.source.journalReconceptualizing Educational Research Methodology (RERM)nb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.7577/rerm.2702
dc.identifier.cristin1545672
cristin.unitcode209,5,4,0
cristin.unitnameInstitutt for pedagogikk og samfunnsfag – Hamar
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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