Bozalek, VivienneMurrisa, Karin2022-11-022022-11-022019-01-30Karin Murris & Vivienne Bozalek (2019) Diffracting diffractive readings of texts as methodology: Some propositions, Educational Philosophy and Theory, 51:14, 1504-1517, DOI: 10.1080/00131857.2019.1570843http://hdl.handle.net/10566/8123Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions regarding a diffractive methodology for researchers to consider. Postqualitative research disrupts the idea that educationalists can be given tools or techniques to investigate the world objectively, independently and at an ontological distance from the researcher. Therefore, avoiding prescription and a rush to application, we take up Stephanie Springgay’s proposal (drawing mainly on Whitehead) to diffract a non-hierarchical list of propositions through the text that disrupt the theory/practice binary and activate a self-organising potential for adopting a diffractive methodology in research. We use a diffractive methodology (spatial and temporal), theory and practice as a way of activating experimentation with the affirmative method of diffractively reading texts, oeuvres and philosophies through one another. Propositions generated as part of a published example of a re-view of three books on posthuman non-representational research are also diffracted through the text. These two entangled ‘sets’ of propositions creatively engage with the in/determinate direction of what a diffractive methodology might look like in practice, while at the same time being cognisant of the complex discussions about the appropriateness of referring to ‘methods’ or ‘methodologies’ as human-centred activities.enDiffractive methodologyBaradHarawayResponseable readings of textsPropositionsPosthumanismFeminist postqualitative research