A Role for Evocative Objects Within Educational Research: Reflective Practice

This paper focuses on categorisation of educational research. It suggests that a more fragmented landscape would provide a more equitable foundation for evaluating quality of educational research. A superordinate category of generative social research is identified as a more appropriate encompassing context for the creative analytic paradigm (CAP) which elevates the role of elaborative interpretation during an encounter with surface details of experience. The merging of knowing and being/becoming – in – relation – to evocative objects is identified as central to the CAP as process. The illustrative example of a pictorial timetable located within a reading area in a Reception class begins to illustrate the CAP aim of raising insignificant details of experience to significance. Concepts of satellite topic, conceptual canvas and personal aesthetic are also referred to.