Disrupting the Representational Limit of Abductively-Driven Research: A Problematization of the Link between Abduction and Representational Thought

Autor/in	Chew, Adrian W.
Titel	Disrupting the Representational Limit of Abductively-Driven Research: A Problematization of the Link between Abduction and Representational Thought
Quelle	In: Research in Education, 109 (2021) 1, S.90-108 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chew, Adrian W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523720920670
Schlagwörter	Logical Thinking; Research Methodology; Educational Research; Epistemology; Theories; Qualitative Research; Humanism + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Theory; Theorie; Qualitative Forschung; Humanismus
Abstract	Abduction and abductively-driven research approaches have been foregrounded by researchers as a way to introduce new concepts, ideas and insights. This paper argues that while abduction allows for the introduction of new concepts, ideas and insights, abduction as articulated by many scholars is welded to representational thought, which stifles the emergence of the new. The key representational assumption in abduction is that abduction tends to be linked to a mental process that resides within an independent humanist subject. This paper posits that this limit of abduction can be disrupted by embracing a non-representational understanding of practices. This non-representational notion of practices will then serve as a transition to a Deleauzean and Guattarian (re)articulation of thought as becoming. In brief, when thought is (re)articulated as a becoming, it disrupts the key representational assumption and points towards enhancing the potential of abductively-driven research in asking new questions and research enactments, which in turn co-constitutes new realities for certain groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01