Towards an understanding of metacognition(ing) through an agential realism framework

Abstract

Educational research in metacognition is based predominantly on a positivist paradigm and empirical epistemological assumptions about human cognition and its investigation. Following recent calls for greater methodological diversity, this paper critically examines the possibility of studying metacognition in education through Karen Barad’s (2003, 2007, 2010, 2014) ethico-onto-epistemological framework. In coining the term metacognition(ing), five new propositioning are theorised: (1) metacognition(ing) involves a practice of dynamic material configuration of entanglements in which human cognition takes part; (2) meta is inseparable from everything that occurs, relates and emerges in existence; (3) the self is dispersed in becoming, threaded through its relational performances; (4) the apparatus is not separated from the objects and subjects of investigation, and (5) diffraction could potentially open new ways to investigate metacognition(ing) in complex natural phenomena. The paper concludes with questioning the potential of studying metacognition(ing) in educational research.

Keywords:

• Metacognition(ing)
• Karen Barad
• agential realism
• post-qualitative
• educational research

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

Additional information

Notes on contributors

Anat Wilson

Dr Anat Wilson is studying the nature of metacognition, capacity, coping, and consciousness in education. With research experience in applied linguistics, SLA, art history, philosophy and educational psychology, her methodological approach is interdisciplinary. Anat has conducted and led national evaluations utilising qualitative methodologies, she held leadership positions in secondary and tertiary settings and has been lecturing in Australian Initial Teacher Education programs.