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- W2605120433 abstract "Fiction in particular, narration in general, may be seen… as an active encounter with the environment by means of posing options and alternatives, and an enlargement of present reality by connecting it to the unverifiable past and the unpredictable future. A totally factual narrative, were there such a thing, would be passive: a mirror reflecting all without distortion. …but fiction does not reflect, nor is the narrator’s eye that of a camera.… Fiction connects possibilities,… and by doing so it is useful to us. (Ursula Le Guin 1989, pp. 44-5) [F]or me, the most interesting optical metaphor is not reflection and its variants in doctrines of representation. Critical theory is not finally about reflexivity, except as a means to defuse the bombs of the established disorder and its self-invisible subjects and categories. My favorite optical metaphor is diffraction—the noninnocent, complexly erotic practice of making a difference in the world, rather than displacing the same elsewhere. (Donna Haraway 1994, p. 63) My purpose here is to enlarge the provenance of fiction in curriculum inquiry. I argue that fiction clearly is ‘useful to us’ as a ‘means of posing options and alternatives’ and for connecting ‘present reality’ with past and/or future possibilities in curriculum inquiry and, indeed, that our purposes often may be better served by (re)presenting the texts we produce as deliberate fictions rather than as ‘factual’ narratives ‘reflecting all without distortion’. I also argue that some modes of fiction, such as science fiction, can function as a ‘diffracting lens’ for the ‘narrator’s eye’ and thus help us to generate stories which move educational inquiry beyond reflection and reflexivity towards ‘making a difference in the world’. I recognise that ‘reflection’ and ‘reflexivity’ have complex meanings that are not limited to the language of optical metaphors and discourses of seeing. However, in their common uses in educational inquiry, both terms connote self-referentiality, including the use of ‘reflection’ to signify deep thought (as an inward gaze). I take ‘diffraction’ to be a tactical reminder that light can be directed otherwise than back at oneself—especially at one self—that enlightenment can be other than self-referential. In some ways, this essay can be read as a lengthy embellishment on the introductory quotations, since together they encompass my key proposition—that fiction is useful in curriculum inquiry—and introduce two key referents (reflection and diffraction) for my elaboration of some of fiction’s specific uses. These quotations are also pretexts for introducing two key characters in the genealogy of my own fictions and thus serve to position this essay intertextually (especially for readers who already have some familiarity with Le Guin’s and/or Haraway’s work)." @default.
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- W2605120433 date "1998-01-01" @default.
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- W2605120433 title "Reflections and diffractions: functions of fiction in curriculum inquiry" @default.
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