Assemblage Thinking: Disturbing the Given in Researching Physical Education Teacher Education

Overview & Synopsis

This chapter introduces the concept of assemblage thinking as a provisional lens of engaging in post-qualitative research within Physical Education Teacher Education contexts. With the goal of disturbing given norms and re-imagining new alternatives, the chapter explores whether and how researchers can work with thinking-writing assemblages to plug into established concepts (e.g., assessment, scientific discourse) and explore their function as they become entangled with things, events, and phenomena. The chapter discusses the need for reconceptualising given truths in Physical Education Teacher Education and engaging discursively, materially, and socially with research assemblages in their ongoing and dynamic transformation. [For the complete volume, "Post-Qualitative Inquiry in Sport, Health and Physical Education. Advances in Research on Teaching. Volume 50," see ED679461.]