Implications of integration for wage formation and employment

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Searching for Methodology: Feminist Relational Materialism and the Teacher-Student Writing Conference

Using feminist relational materialism as a theoretical map, this paper seeks to reimage traditional case study methodology through the use of diffractive methodology. Reading and writing data diffractively is to refuse to privilege teacher and student talk and to instead study how material-discursive practices intra-act as phenomenon. To do this, we developed question-sets based upon Barad’s (2007) work to interrupt our habits of thinking in regard to a teacher-student writing conference. These question sets provoke our thinking with data from fourth grade teacher-student writing conferences. We play with diffractive methodology highlighting one teacher-student writing conference as intra-activity. Experiencing the teacher-student writing conference again (and again) the question-sets diffract a response and a response diffracts the question-sets, calling us to a continuous becoming, an ethical consideration of how our research and teaching practices matter. We are left wondering if there is a methodology to search for or if methodology is an invitation to an ongoing performance, to join a dance of-the-world, in a constant making and re-making and wondering of what might be

Preservice Teachers Respond to And Tango Makes Three: Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers\u27 responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers\u27 performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators

The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing

This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading us to reimage the teacher-student writing conference as entangled becoming-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action

Phytoplankton Hotspot Prediction With an Unsupervised Spatial Community Model

Many interesting natural phenomena are sparsely distributed and discrete. Locating the hotspots of such sparsely distributed phenomena is often difficult because their density gradient is likely to be very noisy. We present a novel approach to this search problem, where we model the co-occurrence relations between a robot's observations with a Bayesian nonparametric topic model. This approach makes it possible to produce a robust estimate of the spatial distribution of the target, even in the absence of direct target observations. We apply the proposed approach to the problem of finding the spatial locations of the hotspots of a specific phytoplankton taxon in the ocean. We use classified image data from Imaging FlowCytobot (IFCB), which automatically measures individual microscopic cells and colonies of cells. Given these individual taxon-specific observations, we learn a phytoplankton community model that characterizes the co-occurrence relations between taxa. We present experiments with simulated robot missions drawn from real observation data collected during a research cruise traversing the US Atlantic coast. Our results show that the proposed approach outperforms nearest neighbor and k-means based methods for predicting the spatial distribution of hotspots from in-situ observations.Comment: To appear in ICRA 2017, Singapor