New Materialities and Maker Paradigms in Schools
Chapter 10. The Feeling of Knowing
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THE FEELING OF KNOWING
Asking for a Response
In October 2014, I emailed Amanda to ask if she would read the narrative of her practice that I had constructed (Chapter 9) and discuss it with me. I explained that her continued participation in the study was important because, as a test against validity, her collaboration in constructing the vignette would help assure its accuracy. I also told her that after many months of living with the accumulated artifacts, field notes, memos, and transcripts collected during the on-site period of the study, I kept returning to the stories, metaphors, and experiences she had shared with me. Consequently, certain aspects of the study had been derived from her practice, as when a mist consolidates in rain, and a methodological problem had arisen. That is, while she had given me her permission to quote her in this report (by signing the Informed Consent), I had not foreseen this emergent emphasis on her experience when I had asked her to participate in the study. On that point, from the perspective of narrative inquiry methodology (Chase, 2011), the density of minute personal details required me to ask for her further consent, because what I was writing and the way I was writing it went beyond the scope of a signature on a piece of paper. But more important ← 209 | 210 → than this methodological requirement, in terms of the study itself, I had a different...
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