Understanding how a learning phenomenon in which children were visually documenting their learning processes matters and intra-acts with the spaces of the school

REFERENCES

• Atkinson, D. 2011. Art, Equality and Learning. Pedagogies against the State. Rotterdam, Boston, Taipei: Sense Publishers.
   Google Scholar
• Atkinson, D. 2012. “Contemporary Art and Art in Education: The New, Emancipation and Truth.” The International Journal of Art & Design Education (IJADE) 31 (1): 5–18. doi:https://doi.org/10.1111/j.1476-8070.2012.01724.x.
   Web of Science ®Google Scholar
• Atkinson, D. 2015. “The Adventure of Pedagogy, Learning and the Not-known.” Subjectivity 8 (1): 43–56. doi:https://doi.org/10.1057/sub.2014.22.
   Web of Science ®Google Scholar
• Atkinson, D. 2017. “Without Criteria: Art and Learning and the Adventure of Pedagogy.” The International Journal of Art & Design Education (IJADE) 36 (2): 141–152. doi:https://doi.org/10.1111/jade.12089.
   Web of Science ®Google Scholar
• Atkinson, D. 2018. “Art, Disobedience and Ethics.” The Adventure of Pedagogy. Palgrave. doi:https://doi.org/10.1007/978-3-319-62639-0.
   Google Scholar
• Barad, K. 1996. “Meeting the Universe Halfway. Realism and Social Constructivism without Contradiction.” In Feminism, Science, and the Philosophy of Science, edited by L. Hankinson and J. Nelson, 161–194. Dordrecht/Boston/London: Kluwer Academic Publishers.
   Google Scholar
• Barad, K. 2003. “Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter.” Signs: Journal of Women in Culture and Society 28 (3): 801–831. doi:https://doi.org/10.1086/345321.
   Web of Science ®Google Scholar
• Barad, K. 2007. Meeting the Universe Halfway. Durham & London: Duke University Press.
   Google Scholar
• Barad, K. 2010. “Quantum Entanglements and Hauntological Relations of Inheritance: Dis/continuities, SpaceTime Enfoldings, and Justice-to-Come.” Derrida Today 3 (2): 240–268. doi:https://doi.org/10.3366/E1754850010000813.
   Google Scholar
• Barad, K. 2014. “Diffracting Diffraction: Cu Ing Together-Apart.” Parallax 20 (3): 168–187. doi:https://doi.org/10.1080/13534645.2014.927623.
   Web of Science ®Google Scholar
• Botticello, J. 2016. “From Documentation to Dialogue: Exploring New ‘Routes to Knowledge’ through Digital Image Making.” Visual Studies 31 (4): 310–323. doi:https://doi.org/10.1080/1472586X.2016.1246351.
   Web of Science ®Google Scholar
• Coole, D., and S. Frost. 2010. “Introducing the New Materialisms.” In New Materialisms. Ontology, Agency, and Politics, edited by D. Coole and S. Frost, 1–43. Durham & London: Duke University Press.
   Google Scholar
• de Freitas, E., and N. Sinclair. 2014. Mathematics and the Body. Material Entanglements in the Classroom. New York: Cambridge University Press.
   Google Scholar
• Deleuze, G. 2002. Diferencia y repetición (Maria Silvia Delpy and Hugo Beccacece, Trans.). Buenos Aires: Amorrortu (Original french edition of 1968).
   Google Scholar
• Deleuze, G., and F. Guattari. 1987. Thousand Plateaus (Brian Massumi, Trans.). London/Minneapolis: University of Minnesota Press (Original french edition of 1980).
   Google Scholar
• Domingo-Coscollola, M., J. Onsès-Segarra, and J. M. Sancho-Gil. 2018. “La Cultura DIY En Educación Primaria. Aprendizaje Transdisciplinar, Colaborativo Y Compartido En DIYLabHub.” Revista de Investigación Educativa 36 (2): 491–508. doi:https://doi.org/10.6018/rie.36.2.304421.
   Google Scholar
• Ellsworth, E. 2005. Places of Learning. Media, Architecture, Pedagogy. New York, London: Routledge.
   Google Scholar
• Foucault, M. 1991. Tecnologías del yo. Barcelona: Paídos-ICE/UAB.
   Google Scholar
• Guttorm, H., R. Hohti, and A. Paakkari. 2015. “‘Do the Next Thing’: An Interview with Elizabeth Adams St. Pierre on Post-qualitative Methodology.” Reconceptualizing Educational Research Methodology 6 (1): 15–22. doi:https://doi.org/10.7577/rerm.1421.
   Google Scholar
• Haraway, D. 1988. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14 (3): 575–599. doi:https://doi.org/10.2307/3178066.
   Web of Science ®Google Scholar
• Haraway, D. 1992. “The Promises of Monsters: A Regenerative Politics for Inappropriate/d Others.” In Cultural Studies, edited by L. Grossberg, C. Nelson, and P. A. Treichler, 295–337. New York: Routledge.
   Google Scholar
• Haraway, D. 1997. Modest_Witness@Second_Millenium.FemaleMan _meets_oncomouse. Feminism and Technoscience. New York/London: Routledge.
   Google Scholar
• Iliadis, A. 2013. “A New Individuation: Deleuze’s Simondon Connection.” Media Tropes eJournal 4 (1): 83–100.
   Google Scholar
• Kennedy, B. M. 2000. Deleuze and Cinema. The Aesthetics of Sensation. Edinburgh: Edinburgh University Press.
   Google Scholar
• Latour, B. 1996. “On Actor-network Theory: A Few Clarifications.” Soziale Welt 47 (4): 369–381. Accessed 19 March 2020. www.jstor.org/stable/40878163.
   Web of Science ®Google Scholar
• Latour, B. 2005. Reassembling the Social: An Introduction to Actor-network-theory. New York: Oxford University Press.
   Google Scholar
• Lenz Taguchi, H. 2010. Going beyond the Theory/Practice Divide in Early Childhood Education. Introducing an Intra-active Pedagogy. London/New York: Routledge.
   Google Scholar
• MacDougall, D. 2006. The Corporeal Image. Film, Ethnography, and the Senses. Princeton/Oxford: Princeton University Press.
   Google Scholar
• Massumi, B. 2009. ““Technical Mentality” Revisited: Brian Massumi on Gilbert Simondon. (A. D. Boever, A. Murray, & J. Roffe, Interviewers).” Parrhesia 7: 36–45.
   Google Scholar
• Onsès, J. 2018. “Documentación visual en los fenómenos de aprendizaje con estudiantes de primaria. Una indagación rizomática difractiva desde las teorías ‘post’.” Doctoral thesis, University of Barcelona, Barcelona. [accessed 2020 Mar 19]. https://www.tdx.cat/bitstream/handle/10803/663745/JOS_TESIS.pdf?sequence=1&isAllowed=y
   Google Scholar
• Phelan, P., and I. Rogoff. 2001. “‘Without’: A Conversation.” Art Journal 60 (3): 34–41.
   Web of Science ®Google Scholar
• Pinney, C. 2002. “Visual Culture.” In The Material Culture Reader, edited by V. Buchli, 81–86. Berg: Oxford.
   Google Scholar
• Prosser, J. 2007. “Visual Methods and the Visual Culture of Schools.” Visual Studies 22 (1): 13–30. doi:https://doi.org/10.1080/14725860601167143.
   Google Scholar
• Rajchman, J. 2000. The Deleuze Connections. Cambridge/London: MIT Press.
   Google Scholar
• Rodríguez, T. 1995. “Knowledge and Power. (The Micropolicy Foucault’s and the School Practice).” Teoría De La Educación. Revista Interuniversitaria 7: 163–181.
   Google Scholar
• St. Pierre, E. A. 1997. “Methodology in the Fold and the Irruption of Transgressive Data.” Qualitative Studies in Education 10 (2): 175–189. doi:https://doi.org/10.1080/095183997237278.
   Google Scholar
• Star, S. L. 1996. “Working Together: Symbolic Interactionism, Activity Theory and Information Systems.” In Cognition and Communication at Work, edited by Y. Engstrom and D. Middleton, 296–318. Cambridge: Cambridge University Press.
   Google Scholar
• Trafí -Prats, L. 2015. “Pedagogies of Cinematic Affect and a Childhood-Yet-to-Come.” Journal of Curriculum and Pedagogy 12 (2): 162–164. doi:https://doi.org/10.1080/15505170.2015.1055408.
   Google Scholar
• Van der Tuin, I. 2011. “Review Essay. ‘New Feminist Materialisms’.” Women’s Studies International Forum 34: 271–277. doi:https://doi.org/10.1016/j.wsif.2011.04.002.
   Web of Science ®Google Scholar