Together apart: a comparison of a thematic and diffractive analysis of a participatory music project

ABSTRACT

Despite a growing interest in posthuman research methodologies within educational research, there has been limited research to date which applies this theory to music education. We consider that there is much that posthumanism and music education may offer each other, particularly within the context of the global COVID-19 pandemic which challenges us to innovate rapidly within our educational and research practices. We explore the potential of this methodology through conducting a ‘diffractive analysis,’ an approach to enquiry associated with posthuman theory. Drawing on data collected during a participatory music project involving children with SEND [Special Educational Needs and Disabilities], professional musicians, trainee generalist primary teachers and ourselves as facilitators and researchers, we draw out the potential of a diffractive analysis by putting it into dialogue with a thematic analysis of the same data. In documenting this we describe our own process of co-becoming as researchers, entangled with our research and our data. We describe the research processes that we followed, and through a comparison of materials produced during our initial analysis, we consider the similarities, differences and conversations that emerge.

KEYWORDS:

• Posthuman
• diffractive analysis
• thematic analysis
• partnership
• initial teacher education

Acknowledgements

We are grateful to the support of the Wellcome Centre for Cultures and Environments of Health for initial project work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

No funding details to report.

Notes on contributors

Ursula Crickmay

Ursula Crickmay is currently studying for a PhD at the University of Exeter, in which her research focus is on posthuman theory and creative music workshop practices. She also teaches at the University of Exeter on the Creative Arts in Education MA programme. Her professional background is in developing and managing creative learning programmes with artists and arts organisations. Ursula studied music, and community music, at the University of York.

Hermione Ruck Keene

Hermione Ruck Keene taught Music in Primary schools for several years before completing a PhD in Sociology of Music. She has been working in ITE and Creative Arts Education since 2014, at the universities of Exeter, Reading, Brunel, Oxford Brookes and Cumbria. Hermione has worked on transdisciplinary arts/science research projects as well as developing her own research into musical identities and participation.