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ABSTRACT
How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of educational realities. As the research project proceeded, however, we found ourselves exploring the multiplicity of educational realities. Incorporating actor-network theory (ANT) into the study design led to an important ontological re-positioning of the project. Drawing on our experiences, we aim to develop the argument that a methodologically heterogeneous research approach is a valuable way to evoke the paradigmatic and methodological reflexivity and humility that is needed to capture the emerging multiplicity of professional practice.
Acknowledgements
Our sincere thanks go to the attendees of the symposium Lightbulbs and blackouts: Sociomaterial and more-than-human approaches for attuning to and analysing practices at the ProPEL conference 2019, for their encouraging response. In particular, we like to thank Jacqui McManus for thoughtfully commenting on the conference paper. We would also like to thank the two anonymous reviewers for their constructive feedback.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 The Cito Institute is the main provider of educational tests and examinations in the Netherlands
2 Every Dutch school has an internal supervisor: member of staff who is exempted from teaching duties to contribute to the educational needs policy of the school.