Joe Kincheloe's Critical Complex Epistemology/Pedagogy & Multidimensional Critical Complex Bricolage

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THIS WEBSITE HAS BEEN CREATED AND CONTINUES TO EVOLVE 
In loving memory of Joe Lyons Kincheloe (December 14, 1950 - December 19, 2008)
 
The Greatest Philosopher of Consciousness and Critical Theory of the 20th-71st Centuries 
Joe at about 35 years of age

Joe's educational work provides inspiration and practical guidance for teachers all over the globe and describes a beautiful, beautiful mission to alleviate human suffering. He has left us a map with multiple pathways for accomplishing that mission -- an authentic, rigorous, impassioned, creative, and even magical education for everyone who dares to venture on untrodden paths. His work serves as a guiding light for educational journeys that can change not only how we view and enact the educational process, but that can also truly change us as teachers, students, and researchers -- and empower us to change the world. Joe loved research, teaching, writing, making music, and his students.
And his students loved him.
 
To become a seeker of new knowledges and new ways of being we must be willing to sometimes be seen as the fools of the gods. (Kincheloe, Knowledge & Critical Pedagogy, p. 19)
 

 

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Joe’s book Knowledge and Critical Pedagogy: An Introduction is available as an ebook. You will never make a better investment…..we all should be researching with Joe’s important guidance. Since the ending is just the beginning, you can begin with the last chapter. It may just spark you into wanting to read the rest, as well as his other works to see how he got there!  http://www.springer.com/us/book/9781402082238  No time to read? Right click and "listen aloud" while multitasking. [Note: I make no money off the sales of his books; my rewards are not of this world.] MAY 22, 2018 UPDATE: I SEE THAT SPRINGER IS NOT HONORING JOE'S STATED AND PUBLISHED WISHES> THE BOOK IS SUPPOSED TO BE LESS THAN $30 SO THAT POOR STUDENTS CAN AFFORD IT...AND YET SPRINGER IS CHARGING ALMOST $40 FOR THE PDF EBOOK AND ALMOST $55 FOR THE PAPERBACK! THIS IS ABOMINABLE!! THE HIGHER UPS ARE NOT PLEASED!!! THERE ARE STUDENTS IN POVERTY WHO NEED THE KNOWLEDGE IN THIS BOOK. LOWER THE PRICE!!!!! THERE IS NO REASON TO CHARGE SO MUCH! EVEN IF PUBLISHING COSTS HAVE INCREASED, AT LEAST OFFER THE EBOOK FOR LESS THAN $30. WHAT JOE WANTS, JOE GETS. HE SAID THAT IT IS TO BE LESS THAN $30. RESPECT HIS WISHES. Oh, and HAPPY TWIN FLAME DAY!! I will have some important updates soon.

 

"I believe that the issues addressed in Knowledge and Critical Pedagogy: An Introduction not only provide us with a new understanding of education but also can actually change the world—speaking of pomposity, yikes! I understand the danger of such an assertion, but I’m glad to take my punishment if I fail to convince my readers." ~ Joe Kincheloe (p. 16)

To

joe.kincheloe joe.kincheloe@mcgill.ca

Thu, Sep 25, 2008 7:03 am

finished reading Knowledge and Critical Pedagogy: An Introduction

your work is truly a gift to the world, Joe
it's very exciting

vanessa

 

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WHAT IS BRICOLAGE?

A new process for education, research, career, problem solving, everyday living, lifelong learning, and for taking back our world

 

Joe Kincheloe has developed a superbly advanced conceptualization of critical bricolage and, as demonstrated by his work, he was an adept multidimensional critical complex bricoleur. Critical Bricolage, as he conceived it, is a complicated (and yet a very natural) process that makes use of multiple forms of research, analysis, investigation, and interpretation. It requires researchers to seek many divergent perspectives, allowing new understandings and knowledge to emerge from the synthesis.

 

Engaging in this process increases phenomenological experiences that catalyze seeking more knowledge. This, of course, leads to ever greater understandings of complex relationships between "research variables." An exceptionally high level of creativity becomes unleashed, often resulting in greater interaction with the emerging hidden dimensions of reality. Suddenly very little can be hidden anymore. Engaging rigorously in this process of research and learning seems to take people to higher levels of consciousness in graduated steps as they become more aware of the hidden dimensions of interrelationships and as they increasingly participate in intuitive, "fourth dimension" research.

 

Using Kincheloe's critical complex epistemology and multidimensional critical complex bricolage rigorously as he has asked us to do results in ever higher levels of experience and understanding, and in its full "employment," enactive and symbiotic processes seem to kick in, helping individuals find the most creative solutions to even the most complicated problems. Actively working within multiple dimensions using his fourth dimension research, results in amazing and profound solutions. In my own experience, I often find that problems are solved before I even knew the problem would be manifesting. In addition, I have had some amazing experiences that science simply cannot explain yet. This is highlighted in my dissertation in some highly unusual ways, which is only the tip of the iceberg. Kincheloe's critical bricolage may very well be the process required to "unleash creativity" for solving even the most complicated, power-based problems we face -- all in service of "the alleviation of human suffering," the often-stated primary purpose of his work.

 

After researching this process since 2008 (and discovering that I had been using the foundational aspects of the process many years before) I am beginning to see how autopoiesis, enaction, synchronicity, all work together symbiotically to reveal hidden dimensions and relationships that make my life so much happier and joyful, even if I have many problems hanging over my head (that "blues aesthetic" Joe so often described). No matter how complicated the problems, with bricolage, they become solvable and/or perspectives of the problems change.

 

Simultaneously, those power dimensions that force those of us who are oppressed to stay stuck at our "stations in life" also emerge, but there is such a difference to how I deal with these than in the past. Once the controlling factors are revealed, solutions also emerge in a sort of "unfoldment" process that reveal ways to counteract them and change things.

 

There is great power "behind the curtain" that can be leveraged by those of us who are typically "disenfranchised." I will go into much more detail at a later time, and as Joe always did so well, I will put them into context (there are many great experiences to share of both kinds of emergences - the love-based, almost magical ones, and the power-and-control-based ones for which insight, and often solutions also emerge) but suffice it to say, I am blazing multiple trails through the underbrush which will hopefully make navigating easier for people who come along and experience the same types of violence I have due to being poor and "low status."

 

Just as Joe was a "hillbilly" and he was never able to shake the label, I am a "country hick." True reality could not be more profoundly different -- for an Eros and Psyche. :)

 

The good news is that the use of bricolage is increasing rapidly around the globe as more researchers in all disciplines are beginning to see the promise it offers to construct new knowledge, lead to social empowerment, and reveal positive changes and amazingly creative opportunities. More researchers will soon be investigating and trying out this more advanced and powerful approach, which will lead to what Joe referred to as a "perpetual revolution." More teachers will also come to realize the value bricolage has in the classroom and the young students will pick it up naturally. The revolution has just begun. We can change the world! Join in today and apply the process in your own research, learning, teaching, and everyday life and see what a difference it can make. You can never go wrong getting more knowledge.

 

All of the information on this website is absolutely free. It is here for anyone who wants a better life and would like to make a difference in the world.

 
For the struggle for justice to win on the local level, it must be fought in the global, the national, and the local arenas. [Kincheloe, 2001, Getting Beyond the Facts, p. 741]

 
OTHER FREE ONLINE COURSES THAT CENTER ON JOE KINCHELOE'S WORKS:
Doing What You Love: Creating Your Own Good Work 101 /// Doing Phenomenology: Introduction to Phenomenology 101 /// Reading, Writing & Thinking 101 /// Critical Constructivism: A New World View 101 /// City Life and Learning: Metropedagogy 101 /// Phenomenological Research for Learning and Living: Introduction to Phenomenology 102
 

CLARIFICATION OF JOE KINCHELOE'S WORK 

This is a nonprofit educational web site dedicated to the clarification of Kincheloe’s critical complex epistemology and multidimensional critical complex bricolage. My research has shown that, while the process he has delineated is complex, it is perfectly suited for social and educational research, and it is also within everyone's reach. It is especially suited for new qualitative researchers who have not subscribed to traditional and reductionistic forms of research. 

On this site I will focus on the academic and scholarly application of his work. I hope that by presenting clarifications based on my in-depth study of his work that perhaps his bricolage will be used by more people and with the level of rigor he had intended. Kincheloe has ingeniously left wide open many paths that honor diversity and he embraced an evolving complexity while maintaining a strong, impenetrable philosophical and theoretical foundation for his conceptions. He has demonstrated in his work how this research process can be applied in all venues and in every area of our lives and even children can be involved in research, thus his bricolage is also a pedagogical approach. His work is truly a break-through for research that is long overdue. Using the full power of his bricolage highlights actions that change the world as it also changes who we are.

I may write a blog again on this site, but it will be a different sort of blog than the creative, exploratory blogs I've written in the past. Primarily, I will be continuing my research and presenting my findings so that upcoming bricoleurs will have a resource for the most powerful form of bricolage research that's ever been developed.

~ ~ ~ Vanessa Jae Paradis
 

 

CORRECTING SOME COMMON MISCONCEPTIONS SURROUNDING JOE KINCHELOE’S BRICOLAGE AND CRITICAL COMPLEX THEORIES

Bricolage, as a qualitative form of research, entails incorporating many different perspectives, and in particular, with Kincheloe's process it is necessary to include global subjugated and indigenous knowledges. However, after gathering all of these perspectives and making various interpretations and syntheses, there are criteria for determining which perspectives to include in the final bricolage. As he explains, "Bricoleurs accept the responsibility that comes with the interpretive process. Knowledge production always involves multiple acts of selection, and these choices of methods, theoretical frameworks, and interpretative strategies must be defended" (2004e, p. 100). He has provided selection criteria that incorporate the social justice mission to alleviate suffering and that advance knowledge (see Kincheloe, 2004e, pp. 100-102). Bricoleurs are not restricted to these criteria but I have found them to be well-thought-out and thorough -- and they mitigate for unintended consequences. You can view the criteria here: Criteria to Guide the Research Process.

 

What I cover next are common misconceptions and important aspects surrounding Kincheloe’s multidimensional critical complex bricolage. I hope by putting these on the Home page of this website, researchers will consider them and research them more deeply. They are covered in greater depth in my dissertation and I’ll also be posting articles that extend what I’ve touched on in the dissertation.

1) Kincheloe did not throw out "positivistic" or empirical sciences. To conclude this is to exhibit a gross misunderstanding of his work. A close reading of his work can easily confirm that he sees science and bricolage as synergistic. And how many times has he stated that he did not throw out the baby with the bathwater? As most people know, he contextualizes everything. In his last book, Knowledge and Critical Pedagogy: An Introduction he presents his position through a metaphor which he refers to as FIDUROD, and by which he clarifies the issues with the way science is and has been used.  FIDUROD is an acronym representing the attributes of the form of knowledge production he argues against: Formal, Intractable, Decontextualized, Universalistic, Reductionistic, One Dimensional. (See Kincheloe, 2008, pp. 21-24).

 

2) His work is not based on some indefinable “ludic” postmodernism – It is based on a highly developed and evolving holistic philosophy. This philosophy is comprised of 12 major points which he describes in his book Critical Constructivism. The 12 points coalesce together to form his multidimensional critical complex world view. It’s a new, evolving worldview. We might refer to it as Kincheloe’s multidimensional critical complex unified world view. It forms the foundation of his unique formulation of critical theory, epistemology, ontology, critical psychology of complexity, the multidimensional critical complex bricolage, etc., -- and his proposed critical science of complexity – another indication that he did not abandon the sciences. To grasp his conceptualizations, it’s imperative that new bricoleurs study his unified world view by reading and then writing about how they subjectively relate to it and to other philosophies. Kincheloe stresses this upfront philosophical work is critical in order to ground any study that uses bricolage as a process for research. Rigor is impossible without developing a "philosophy of consciousness" (Kincheloe, 2004a, p. 8). 

 

3) The multidimensional critical complex bricolage is a process for qualitative research that is composed of multiple, intertwining and overlapping processes. It is not a method, nor does it use “tools” as tools imply precise means and carries a mechanistic ontology, which does not adequately represent the actual processes that bricoleurs engage in as they conduct, or a better word would be, “enact” their research. Even the concept of "tools" changes. Kincheloe's conceptualization of bricolage is grounded with his critical complex philosophical world view (item 2, above) and a theoretical foundation of evolving criticality (his version of critical theory).

 

4) The multidimensional critical complex bricolage as a process involves analytic discourse, intertwined with improvisational actions for change, which moves it away from the constrictive “quilt” metaphor. Please see my dissertation for a deeper analysis of bricolage including a thorough etymological exploration and intertextual interpretations of Kincheloe’s definitions of bricolage and bricoleur in relation to what evolved from my research. New metaphors that take it beyond the one-dimensional “quilt” metaphor, and additional ways that Berry’s (2004a) concept, the Point of Entry Text (POET) can be applied are also presented. The holistic, intertwining, dialogical, interconnecting nature of the final bricolage renders the parts inseparable from the whole, and the bricolage inseparable from greater reality. Thus, the popular metaphoric quilt, montage, crystal, etc., are not suitable metaphors for this more complex form of bricolage. 

 

5) Kincheloe’s bricolage does not distinguish between “types of bricoleurs” or “types of bricolage” as denoted by Denzin and Lincoln (2011). While it’s fine to examine these ideas, Kincheloe’s form of bricolage uses all of them in intertwining, overlapping processes. Thus, the multidimensional critical complex bricoleur uses all of the dimensions that Kincheloe has spelled out in his 2005 "On to the Next Level" bricolage article--in one study--and the processes become blurred as the research unfolds. See next point. 

 

6) Kincheloe’s bricolage refers to the use of different processes as dimensions of research. The bricoleur uses them all as many times as practical to get a thick description of the phenomenon/a. As the research unfolds, “enactment” keeps the research jettisoning forward and the researcher must make decisions where to begin and stop various aspects of the research, including the final bricolage. Thus, the following dimensions are used, as provided by Kincheloe (2005a) and in no particular order using an iterative, improvisational process weaving through the discourse: (1) methodological bricolage; (2) theoretical bricolage; (3) interpretive bricolage; (4) political bricolage; (5) narrative bricolage; (6) philosophical research (constructivism, historicity, epistemological insight); (7) critical hermeneutics; (8) identification of what is absent; (9) fourth dimension of research in which the bricoleur is future oriented, discovering “a kinetic epistemology of the possible. In the process, the sophistication of knowledge work moves to a new cognitive level; the notion of rigor transmigrates to a new dimension. As in a 1950s sci-fi movie, bricoleurs enter the 4-D—the fourth dimension of research.” (Kincheloe, 2005, p. 346). Thus, bricoleurs weave in and out, around and through, back and forth through the various dimensions with each pass through informing the next, often using multiple dimensions of analysis simultaneously. 

 

7) Note again – the philosophical dimension must form the foundation of the study in order to ensure rigor. [He wanted me to include this again.] "There is no dividing line between the empirical and the philosophical" (Kincheloe, 2004a, p. 10).

 

8) Kincheloe’s multidimensional critical complex bricolage embraces a “fourth dimension” research (more information is covered in my dissertation). This fourth dimension aspect to the research incorporates an intuitional, creative element that forces the researcher to confront implicate and explicate orders of reality. There are reasons for this. Combining a sound philosophical, intellectual component of research that also incorporates intuitional and emotional, empathic aspects -- along with deep semiotic and hermeneutic analyses synergistically creates something new from the interactions. Enaction during the research process leads to the emergence of something new and often profound. This is where the power of the bricolage comes into play. It’s the exposure to relationships, as Kincheloe explains in his conceptualization of symbiotic hermeneutics, that jettisons bricoleurs to seeing and understanding “anew” and to recreating themselves. Because knowledge is socially constructed new creations, ideas, concepts, as well as new relationships also perpetually emerge – and are created -- from these interactions. This all takes place naturally when confronting complexity, difference, and chaos, as Humberto Mautarana and Francisco Varela posited with their Santiago Theory of Enactivism (see Kincheloe's (2008) Knowledge and Critical Pedagogy: An Introduction, page 147). It is quite amazing. 

 

9) While bricoleurs do not contend they’ve discovered the “one true answer” or single truth, at the same time, as Kincheloe contends, they generate knowledge “that is not as 'badly off the mark'” (Kincheloe, 2008, p. 43). They have better (more complete) and yet evolving explanations of phenomena. This is quite a different perspective than a nihilistic postmodern “attitude.” 

 

10) I have lined out in my dissertation in much greater detail a flexible iterative process that also explains some of the key sub-processes that are important to the multidimensional critical complex bricolage. It will get new bricoleurs started from which they can then proceed to carve out their own unique paths. Each bricolage study will be different even for the same researcher. The more one acknowledges the fourth dimension aspect of the research (which may only begin with what seem to be insignificant intuitive and synchronous events), the more they will begin to appear and the more profound and numerous are the actions and creations that emerge.  

 

11) And finally, as I discussed in my blog, The Heart of the Multidimensional Critical Complex Bricolage, there is the dimension of empathic connection with people. In fact, in his book, Knowledge and Critical Pedagogy: An Introduction, Kincheloe discusses – and includes – a golden strand of love throughout his work, Eros Love. And since I’m mentioning this book here, it’s a great book to read in the early stages of learning about his bricolage. It’s much like a “deprogramming” manual because it uncovers how our consciousnesses have been influenced by outside forces and provides us more information as we embark on the bricolage quest and begin to take power of constructing our own consciousness. 

 

REFERENCES

Berry, K. L. (2004a). Structures of bricolage and complexity. In J. Kincheloe & K. Berry (2004) Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 103–127). New York: Open University Press.

 

Berry, K. L. (2004b). Feedback looping for increasing complexity. In J. Kincheloe & K. Berry (2004) Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 128–146). New York: Open University Press.

 

Berry, K. L. (2004c). Bricolage is many a new thing understood. In J. Kincheloe & K. Berry (2004) Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 147–169). New York: Open University Press.

 

Denzin, N. & Lincoln, Y. (Eds.) (2011). The Sage handbook of qualitative research, Edition 4. Thousand Oaks, CA: Sage.

 

Kincheloe, J. L. (2004a). Preface. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. ix–xii). New York: Open University Press.

 

Kincheloe, J. L. (2004b). Introduction: the power of the bricolage: Expanding research methods. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 1–22). New York: Open University Press.

 

Kincheloe, J.L. (2004c). Redefining rigor and complexity in research. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 23–49). New York: Open University Press.

 

Kincheloe, J.L. (2004d). Questions of disciplinarity/interdisciplinarity in a changing world. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 50–81). New York: Open University Press.

 

Kincheloe, J. L. (2004e). Redefining and interpreting the object of study. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 82–102). New York: Open University Press.

 

Kincheloe, J. L. (2005a). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3), 323–350..

 

Kincheloe, J. L. (2005b). Critical constructivism. New York: Peter Lang. 

 

Kincheloe, J. L. (2008). Knowledge and Critical Pedagogy: And Introduction. Amsterdam: Springer.

 

 

Copyright May 11, 2013 by Vanessa Paradis

Please cite as:

Paradis, V. J. (2013). Correcting some common misconceptions surrounding Joe Kincheloe’s bricolage and critical complex theories. May 11, 2013. Retrieved from www.joekincheloe.us

 

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Monday, May 27, 2013

How Great Works Are Destroyed and Why Joining Kincheloe's Perpetual Revolution Is So Important

I was drawn to the educational domain of “critical pedagogy” because I saw the great hope it offers those of us who have been poor and oppressed our entire lives. My true mission began when I encountered Joe Kincheloe’s work; it is the most complete critical theory today and it is the most promising theory for the future because it exposes and addresses the social issues the oppressed face now and may face in the future, and it guides us with finding solutions that will work for us during these increasingly complex and changing times. There is also a spiritual dimension to his work but it is married soundly to a science dimension in spite of what some people might think; there is much research and exploration yet to do in this area. I have experienced it profoundly, but because I am a “novice” bricoleur, I am still struggling with understanding and communicating all that I experience. Even though very few people relate, there are increasing numbers of people who do, and I cannot help but see the enormous potential Kincheloe’s bricolage has to offer. This, for me, is one of the most exciting applications of his formulation of bricolage and I am looking forward to the amazing growth in knowledge that will emanate from it. As he has put it, it is just the beginning of a "perpetual revolution." To top it all off, as I discuss in my dissertation, Kincheloe has based his theory and bricolage research and learning process on the foundation of the most powerful love. 

 

We all have agendas. What is mine? I’ll be right up front with my agenda: It’s to do whatever I can to get Joe’s work out to the world in ways that everyone who wishes to can understand and apply it. I love Joe. We have been working together spiritually for eternity.  And I have shown empirically in my work (in my dissertation, Chapter 4, which only highlights a very small amount of the data) that Joe and I must have known each other at a higher level of consciousness before we even met. It is WHY we met.

But our purpose, of course, is to demonstrate in some concrete ways -- and yes, empirical ways -- the reality of these connections so that more people will come to understand that as human beings we have been entrapped. We are only functioning at the lowest levels of our potential for awareness. We stay in the lower dimensions of reality “by design” and the education system as it operates today works overtime to keep us at these lower levels of consciousness. This is presented and discussed in great detail and depth throughout all of Kincheloe's writings.

As I have learned first-hand, those  individuals in the higher echelons of education who have the greatest power over dictating who can and cannot partake in real knowledge or knowledge production, can take on quite extreme psychopathic qualities toward those of us who stay persistent in speaking out. This is something that must change and it is changing as more of us take back our power. We must stop contributing to the psychopathic, dehumanizing, emotionally debilitating nature of education. We do not need to participate in institutions that operate without ethics or care toward students coming through their doors. We can withdraw from any association with schools and universities that focus on dumbed down education and indoctrination for the purpose of unrestrained profit, power, and control of the people.

It takes serious and sustained work to rise in consciousness enough (and to be able to stay there long enough) by rigorously applying Joe’s theory so that we begin to see what there is to see; how we are lied to, how our very perception is in lockdown, how we are molded, controlled, and steered even when we think we are free and making our own choices. Yes, it’s a lot of work to even begin to get to that point and it also requires facing our own vulnerabilities and how we lie to ourselves. Emotionally, it’s not easy to have to face the facts about our own ignorance, but I can attest to the fact that being blessed beyond belief is worth the effort. I have much work yet to do, but I am already blessed in ways that I cannot begin to describe.

 

Thus, my agenda is to see that Joe’s work gets out to people in ways they understand and unfettered by those who would have opposing agendas. But it’s not easy to put truth out about Joe’s work when I see that those who supposedly loved him, cared about him, or otherwise had some kind of professional relationship with him seem to almost intentionally set out to destroy his Great Work. I cannot sit on the sidelines and watch this happen without calling it out the way I see it. And how I see it is a display that is utterly disrespectful and disgraceful, and the epitome of hypocrisy. I am saddened that these things happen in reputable textbooks that millions of student-researchers reference while they are trying to learn how to research.

 

Thus, as a message to new critical bricoleur/researchers, I want to emphasize the absolute imperative need to question everything, even if it seems to come from high authority or respected experts. This includes even questioning whether in fact someone actually authored a specific piece. We must become detectives, just as Kincheloe has advised.

 

As a case in point, I will discuss briefly the chapter “Critical Pedagogy and Qualitative Research: Moving to the Bricolage” by Joe Kincheloe (allegedly), Peter McLaren, and Shirley R. Steinberg in the 2011 edition  of the SAGE Handbook for Qualitative Research, Fourth Edition, edited by Norman K. Denzin and Yvonna S. Lincoln. I will point out just a few observations about this chapter, which, by my analysis is a move away from providing new bricoleurs with an understanding of bricolage, especially Joe L. Kincheloe’s multidimensional critical complex bricolage.

 

First, Joe passed away in 2008. How is it that he was able to write this article in 2011? This should immediately raise a red flag, but then most students are not aware that Joe is deceased. This provides impetus for researching all authors we reference in our work (an important component of bricolage and something I will also need to become more conscious about). Even a quick search on Wikipedia, which, in my analysis is a worthy source for quick, general, and background information, will reveal this basic information about various authors, musicians, and other people you are researching.

 

Secondly, copy-and-paste, out-of-context excerpts have been taken from Kincheloe's 2005 article about bricolage and incorporated into this chapter, without being properly quoted or cited. In fact, in some cases, it appears these excerpts have been attributed to someone else or to no one at all (other than the "three" authors of the chapter). As just one example, the second paragraph on page 169 which states, “In the critical concern . . .” is the second paragraph from page 344 of Kincheloe's 2005 “On to the Next Level” article, yet there is no citation indicating as such even though this paragraph goes on to discuss Kincheloe (how can this be if he is the author?), stating, “Kincheloe has taken seriously. . . “ Why? If this is written BY Kincheloe why is Kincheloe not using first person dialogue? Also, again, at the end of the paragraph the author(s) is speaking about Kincheloe, stating, “In response, Kincheloe maintained. . . .“  even though, again they have copied word-for-word text out of his article for the first part of the paragraph. This makes it clear that whoever pieced this together was not Kincheloe because when he speaks about himself in multiple-authored articles, he uses “I (Joe)” to clarify it is he who is speaking and he does not reference himself in the manner that was done for this paragraph (eg., see The Stigma of Genius: Einstein, Consciousness, and Genius, 1999 with Tippins & Steinberg). Thus, this paragraph (as well as other paragraphs within the chapter) appears to be plagiarized -- something students are drilled not to do or there will be extreme penalties and yet here it is in a student textbook.

As an additional note, Kincheloe had moved away from doing articles and books "with" people in a manner that would confuse the reader who was doing the writing. He has written his own chapters for books he has written with other people (e.g., Reading, Writing, Thinking with P. L. Thomas and Rigor and Complexity in Educational Research: Conceptualizing the Bricolage with Kathleen Berry). The chapters are clearly delineated by author. I will need to do more analyses as to when this began, but it appears to have been about 2001. My sense (based on the literature as well as some of the comments in his work and dedications of his work) is that, while he wished for working together with people, he found it had not worked out well. It may also relate to the tendency of people to attach particular labels to him, one being the "postmodernist" label which he had to ultimately write his way out of -- which he did successfully. (And if one reads his work, they will see clearly that he was never a "postmodernist" whatever that may be).

 

Third, Kincheloe left Freire behind and in the dust and yet, in this article, Freire is propped up and deified. My personal view is that Freire offered nothing new and his theory is stuck in dualism, sexism, and is tainted by Marxism and other ideologies that harm people; Joe’s critical complex pedagogy went in entirely new directions and to whole new dimensions. That he continued to give Freire credit for things that others have said just as well and perhaps better in the past – even the ancient past – is testimony to how Joe loved everyone and knew how to filter out the bad ideas while focusing on the good ideas without throwing the baby out with the bathwater. I encourage people to get other perspectives of Freire’s work and ask themselves why it’s being pushed on teachers today (and recently, it has been the topic of teacher professional development classes here in the United States; why?).  I do think we need to do much deeper critical analyses of his work rather than throw it to the public the way that's being done today.

Rich Gibson (1994) wrote an interesting dissertation that provides a deeper analysis of Freire’s political involvement, motivations, and how they may have influenced how he “politicized” education for the oppressed. I encourage reading this for another view outside the Freire fan club. “
Freire as the initiator of a pedagogy for liberation could become the point person in the creation of a wider market for education theories which merely build hegemony--and comfortable yet apparently socially conscious careers--in more sophisticated ways,” Gibson (1994) had observed (The Promethean Literacy, Chapter One). This can be even more clearly seen today. As Gibson points out, Freire’s work has not been thoroughly historicized, not even yet today, in spite of it being widely applied. Much as Kincheloe detached himself from the hegemonic, nihilistic proponents of what was being labeled as postmodernism, he has also pulled Freire’s work out of the muck by leaving most of it behind. It is time to give credit where credit is due.

 

Fourth, Kincheloe did not subscribe to Marxism, yet in this article his work is tainted with an emphasis on Marxist theory. Apparently, from Kincheloe's perspective, there are no babies to save in the Marxist bathwater, and yet the authors (McLaren & Steinberg) took it upon themselves to make statements I do not believe Joe would have agreed to, making it appear that he did agree, e.g., propping up and listing Karl Marx first as having provided “inspiration” to “critical traditions” (p., 163). Another example, and one which completely counteracts the entire philosophical foundation of Kincheloe’s bricolage is the statement that, “We assert that the insights of Marx and those working within the broad parameters of the Marxist tradition are foundational for any critical research” (p. 165). Who is this "we"? This statement is someone else’s agenda; it is not a part of Kincheloe’s formulation of bricolage and I question whether he would have signed off on this article.

Kincheloe's theory is a generous theory (it's too bad that more people do not follow his lead). His theory allows for looking at issues from many vantage points and it does not ascribe to any one particular ideology as “foundational.” His theory maintains a sense of tentativeness and evolution (i.e., there will always be more to learn; more voices to incorporate; more changes). He also did not throw out the desires of people to analyze from their "Marxist perspectives" and had even invited Peter McLaren to critique his early concepts of bricolage.

 

Thus,  Kincheloe's work, as I have demonstrated in my dissertation, is based on a highly developed philosophical foundation, which he had presented as a "unified world view" in his book, Critical Constructivism. Again, he took epistemological liberties with this term which might be better represented as a "multidimensional critical complex constructivism." He acknowledged the many voices, including the many voices of Marxism and critical pedagogy; he in no way shut people down. However, the way Marxism is highlighted in this article that he allegedly has had a hand in writing does exactly that: by making Marxism the foundation of bricolage, many voices are essentially disregarded and shut down. For example, as I state on page 64 of my dissertation:

Sandy Grande (2004) raises important questions in relation to Marxists and their “socialist commitment” [citing  McLaren & Frahmandpur, 2001, p. 306)], including questions about assuming that “the ‘egalitarian distribution’ of colonialized lands constitute greater justice for Indigenous peoples” and how it can be considered “liberatory for American Indians” as long as “power, exchange, and labor remain tied to whitestream notions of property” (p. 49). As much as Kincheloe has stressed Indigenous perspectives, it seems blatantly wrong to form a quilt of his work by juxtaposing out-of-context “cut-and-paste” excerpts from his critical bricolage articles alongside Marxist dialogue that is fixated on Western notions of property, economics, and materialism, as has been done with his work after his death.

Do the true authors of this chapter about bricolage in Denzin and Lincoln's Sage Handbook of Qualitative Research Handbook understand Kincheloe's work, or do they not care? They certainly are not helping new bricoleurs come to understand bricolage, much less Kincheloe's conceptualization. They seem to have their own agenda, one of which suspiciously appears to be to cloud Kincheloe’s work. This is all interpretation, of course and I do not know what goes on behind the closed doors of the education publishing business, but one thing is certain: students will not understand Kincheloe’s critical complex bricolage from reading this article and they may even come away with the message that bricolage is "copy-and-paste." And what's even more distressing is that this very same article has been published in at least three works relating to research, demonstrating the tactic, if it's said enough times, people will believe it.

 

My advice, with a concept as important and complex as this is to go to the primary source - Kincheloe and Berry's works. I've included more information and direct links to Kincheloe's seminal articles here on this website. I will clarify that my writing about Kincheloe's work is, of course, my own interpretation as supported by text from his writings and based on my research.

 

Kincheloe’s purpose was to work toward solving the social ills, providing a quality education to everyone, and alleviating suffering. In this article/chapter under discussion, his purpose has been fettered with, diminished, and counteracted -- and the article does not begin to provide readers with an understanding of critical bricolage; it has clouded and confused what critical bricolage research involves. The way Kincheloe's Great Work has been diminished, in my view, is a most debased form of oppression; he can hardly defend himself from where he is – but sadly, it also seems to be an accurate representation of the true Janus face of education today. And this very type of behavior has been going on for thousands of years; even the Bible was changed to serve an elite King. 

 

Education today is especially psychopathological and harmful -- and it must change. It is time to take action and join in on Kincheloe's "perpetual revolution."

 

References

 

Gibson, R. (1994). The promethean literacy: Paulo Freire’s pedagogy of reading, praxis, and liberation. [Doctoral dissertation.]. Retrieved from http://www-rohan.sdsu.edu/~rgibson/freirall.htm
 

 

Grande, S. (2004). Red pedagogy: Native American social and political thought. Lanham, MD: Rowman & Littlefield

   

Kincheloe, J. L. (2005a). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3), 323–350.

 

Kincheloe, J. L. (2005b). Critical constructivism. New York: Peter Lang. 

 

Kincheloe, J.L. (POSTHUMOUSLY?), McLaren, P., & Steinberg, S. (2011). Critical pedagogy and qualitative research: Moving to the bricolage. In N. Denzin & Y. Lincoln, (2011) (Eds.), The Sage handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage.

 

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Sunday, May 26, 2013

Writing Research Proposals for Multidimensional Critical Complex Bricolage, Part 2: If We Knew What We Were Going to Find We Wouldn’t Be Calling It Research


Last time I discussed the issue with squeezing an innovative, improvisational, knowledge-producing form of research, the multidimensional critical complex bricolage, into the rigid, template-form of proposal recipes so many universities expect today based on their corporate servitude for producing reductionistic forms of inquiry. Of course, they require that researchers spell out their research questions and, in many cases, even project what the answers might be. However, as both Kincheloe and Einstein have been noted as stating, “If we knew what we were going to find we wouldn’t be calling it research.” Kincheloe has clearly theorized that we don’t even know what the real questions are--those “Level 3” questions that get revealed during the deep layers of implicate-order investigations and fourth dimension research (Kincheloe, 2001). 

 

So, sometimes researchers just have to “wing it.” That should go over well with the elite research community. Seriously, though: follow your heart. What do you feel passionate about changing? What are you passionate about learning more about? Consider what you want to become “one” with, because, believe me, if you do multidimensional critical complex bricolage rigorously as Kincheloe recommends, you will become one with your subject/object of research! And you will change things!

 

This is totally new territory in case you have not figured it out. My original research proposal is available as just one example of how I handled the dilemma of fitting a round peg into a square hole (as I put it in my last blog). I think it will be exciting to see how the new, upcoming, and very innovative research bricoleurs will handle this. Can we change things? Yes, we can! According to Kincheloe’s philosophy, nothing is more powerful than LOVE – er, I mean BRICOLAGE.

 

And just wait until we (the true “powers-that-be” which would be “us” not the evil and greedy cabal within the belly of the beast)* fully develop our new form of PHD for future education – the PHE!! It will make the current, deified but very deficient PHD look quite stupid, indeed. That is new information that was just provided to me yesterday during my fourth dimension research.  There will be the new PHE, or maybe we will call it the PhDE. And who do you suppose has power to decide if we, ourselves, have enough knowledge in any given area to grant ourselves one? That’s a loaded question.

 

Onward and Upward!

Vanessa Paradis, PhDE

 

*This dot-us website does not in any way represent the United States from the perspective presented on this website. It stands for us—“we the people of the world.” The U.S. needs to get over itself -- and quickly!

References
Kincheloe, J. L. (2001). Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-First Century. New York: Peter Lang.

Kincheloe has provided us some excellent general guidance: The Research Questions for Bricolage. 

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Tuesday, May 21, 2013

Writing a Multidimensional Critical Complex Bricolage Research Proposal Is Like Trying to Fit a Round Peg into a Square Hole

Speaking of idioms, a very weird thing happened to me as I studied and became familiar with Joe’s work: I came to understand such things as idioms and metaphors! It was like magic because, believe me, I used to get very frustrated and cry in grade school during class discussions about idioms. Everyone understood them but me! And then in middle school I was
bullied by the teachers because I didn’t understand the secret code language other kids seemed to know (Joe broke that code, thankfully). I could tell you about my middle school science class experience . . . but to me, the sentences and what people did with them were just crazy. Thanks to Joe, who somehow uses idioms in ways that lets the reader just know what he means, I have gotten much better at using and understanding them. I still fail from time-to-time, but at least now I feel like there is hope.

 

So how do we fit a Multidimensional Critical Complex Bricolage proposal into those square, precisely delineated and quantified specifications that universities love so much? It’s a dilemma, and each bricolage proposal is going to be different. For my own proposal, I bowed to the university's  “way” (to a degree) because I wanted to get it past the initial gate (little did I know how many more contrived gates there were yet ahead; some of them even seemed to have manifested out of thin air). Thus, in looking at Chapter 1 in the Table of Contents of my dissertation, it pretty much adheres to the nondescript titles the university enforces. All of their proposals look the same and, while you can find out what page the “important” elements (according to them) are on, the titles tell you nothing whatsoever about the topic of the dissertation itself or give you clues as to why the research is important.  

So what you have in the
Table of Contents are such things as Introduction to the Problem, Background of the Study, Statement of the Problem, Purpose of the Study, Rationale for the Study, Research Questions, Nature of the Study, and Significance of the Study. While I did deviate only so slightly by including a “Prologue: Epistemological Road Trips” and a section about Joe’s “Critical Constructivism,” the rest of the sections of Chapter 1 really tell readers nothing whatsoever about the study. They simply provide page numbers.

 

As if that’s not bad enough, I found that, as a result of trying to fit the holistic, round peg of the multidimensional critical complex bricolage into the overly defined and formulaic recipe, there turned out to be a lot of redundancy. That’s redundancy I will want to take out of any future book written about my research, but at the same time, perhaps since Joe's theoretical work is so cutting edge, the redundancy is a good thing.

 

With bricolage we can expect redundancy (Kincheloe & Berry, 2004). However, with bricolage it makes sense! We are exploring the same concepts, the same phenomenon/a, in multiple contexts. The redundancy of research proposals that some universities require, like idioms of the past, do not make sense to me. In the future bricoleurs will find much more creative ways to write great proposals.

P.S. I know, I know: I have the round peg/square hole idiom "backwards" (so they say). . . . although, with Joe's critical complex epistemology, we have the power to change things.

References
Kincheloe & K. Berry (2004) Rigour and Complexity in Educational Research: Conceptualizing the Bricolage. New York: Open University Press.

6:09 pm | link 

Thursday, May 16, 2013

Joe Kincheloe’s Nine-Step Dance: It’s Complicated But a Lot of Fun!

That was a title that was telepathically “handed down” to me a couple of days ago. I didn’t listen at the time. I mean, I heard it in the form of one of those “epiphanic moments” and I did listen to it, but I didn’t take action on it or even write the title down or write the article that was meant to go with the title. Action is always required when you engage in Kincheloe’s Nine-Step Dance. You must take a step if you’re serious about dancing, so when I didn’t, it was given to me again yesterday morning during my regular “conversations” (often “lesson plans”) through transmitted writings. This is just one of many processes I use to “enact” my own idiosyncratic interpretation of Kincheloe’s “fourth dimension” research. This process of learning to write to “dead people” was one I learned in the very first publication I had read written by Kincheloe.

He had included his “lesson” in the introductory chapter of Critical Pedagogy: Where Are We Now?, a book he had edited with Peter McLaren, and it was the very first writing of Kincheloe’s I had encountered during my studies in education. As he had framed it, when he explained writing letters to his beloved deceased Aunt, “Some folks see dead people; I write to them” (Kincheloe, 2007, p. 11). The sentence literally shouted out at me right off the page of the book the first time I had read it and even though I had never ever considered writing to dead people, it stayed in the back of my mind.

I’m glad I paid attention to that sentence because following just this one suggestion for fourth dimension research has led to the emergence of far more creative ideas than I can ever possibly follow through with during an entire lifetime. It has also been what’s led to the many, almost daily, “magical” experiences that are real, but many people have a hard time believing and would rather assign me a label representing something other than being highly in tune with a much greater and expansive reality than they are able to perceive. It’s quite amazing what “emerges” during the fourth dimension bricolage research process when bricoleurs actively engage with those people on the other side of the curtain. And so I get to pick and choose from a nearly infinite supply of creative ideas, adjust them however I wish, and sometimes, when they’re especially important, I get written reminders from beyond the curtain like I did yesterday.

I love the title, actually. Kincheloe was an adept dancer and his dance steps are complicated and fun! I learned that during our interactions on his website. He was conscious; I was not, but I danced the best I could. We all have to start somewhere and the best place is where we are in the moment.

To simplify his bricolage dance process, or to at least bring it down some so that more people can relate to it, (he did not like having to simplify things and neither do I) he had presented nine “dimensions of research,” which I refer to here as his “Nine-Step Dance.” Of course, as typical with all of Kincheloe’s work, it’s not really that simple! Each of the nine dimensions is comprised of many more dimensions and on top of that, you never know which step you need to take next! I have listed the nine dimensions on the Home page of the website dedicated to his work (www.joekincheloe.us) and on the website I will be presenting much more detail based on my research to help new bricoleurs begin to conceptualize how they might form their own unique dance using his dance steps. I will even be presenting how children can learn the dance, and believe me, children love it! Every dance is different and just to ensure new bricoleurs are prepared for the future: after learning the nine steps, there will be more! (That doesn’t surprise you does it?)

Of course “nine steps” is a gross oversimplification of the true complexity (we might have more than a million steps for one dissertation or research paper or special creative project), but we have to begin somewhere. And even with 9 steps that gives us two-to-the-ninth-power possibilities. Calculated out, that’s 2x2x2x2x2x2x2x2x2 = 512 possibilities for the next step.  Which step will it be for you?

This is all just metaphoric speaking, of course. But I do know Joe loved to dance and that he considered his engagement in research and the presentation of his bricolage in his books and articles as metaphorically performing a dance.

The concept of polysemy, in which words take on different meanings in different contexts and are ideologically inscribed, provide just one such opportunity for dancing through the labyrinth of dimensions. He presents the example of how politicians use this feature to impart ideological meanings to divergent groups of people for “winning their consent to oppression,” even their own oppression (Kincheloe, 2004e, p. 94). People interpret things the way they wish and politicians know how to leverage this and so they purposely choose words that have one meaning for one group of people and another meaning for another group of people. That way they get more votes since each group will interpret it to mean what’s best for them. They also might assign new meanings to words and phrases such as they have done in education with the “No Child Left Behind Act.”

Elite educators at the top of the chain also use polysemy to speak to each other in their scholarly literature beneath the awareness of “outsiders.” (And believe me, we are ALL outsiders to THEM). They have entire conversations going on within an “implicate order of reality,” as you will discover when you become skilled with bricolage. Joe Kincheloe calls this out and refers to it as “Janus speak” and “obfuscation.”  (Janus was the “two-faced” god). No one could keep secrets from Joe Kincheloe!  And he did not believe in keeping secrets. He clarifies how bricoleurs can use polysemy for more positive purposes such as to uncover those multidimensional layers of meaning so that they can find ways to reclaim personal power. It is also a process for keeping their own interpretations open so that they don’t become just another “cog in the engine of the mechanisms of dominant power that harm people in all of our communities and around the world” (Kincheloe, 2008b, p. xi).

He states:

Bricoleurs frequently use polysemy in a hermeneutic context to challenge the meanings given to certain texts and social artefacts by experts in the dominant culture. My book, The Sign of the Burger, presents polysemous resistant readings of the social role of McDonald’s. Not content with perspectives positioning McDonald’s as little-company-made-good achieving the American Dream, I wanted to present interpretations of McDonald’s that questioned the socio-political effects of McDonald’s American success story.

My effort was not to prove that McDonald’s is not an American success story – it is. Instead, I provided other interpretations that might cause readers to rethink the meaning of such a story. Throughout the book these diverse meanings of McDonald’s engage in a dance. My hope as the author is that the dance, like a hula dance, tells a story. As a bricoleur I want it to enrich our understanding of McDonald’s as a socio-political and pedagogical phenomenon in a way that leads to progressive social action. Bricoleurs employ polysemy to keep discussion open around particular phenomena, knowing that authoritarianism operates best when analysis is finalized (Ceccarelli, 1998; Marcum, 1998). (Kincheloe, 2004e, p. 95)

In other words, bricoleurs don’t proclaim a final truth about complex social and educational issues or that they're an "authority" or "expert" – just that they have put forth an effort toward greater understanding from looking at many angles, acknowledging that their work is always "in progress." However, the more connections bricoleurs uncover the greater possibility and probability that intelligent solutions will emerge for solving complicated social problems.

The improvisational bricolage dance truly can be a lot of fun as we explore our chosen topic from many different angles and employ polysemy, along with other dimensions of analysis and interpretation. Bricoleurs quickly learn to keep an eye open to see what surprises emerge from interacting with different dance partners. And trust me: you will be surprised and sometimes even caught off-guard with what emerges. Bricoleurs always consider, of course, who benefits from any given dance step and how new steps might move us closer to serving the social good.

Although I must admit, due to social conditioning, FIDUROD, and what-have-you, it can be easy for new bricoleurs to take a step backward when they should take a step sidewise – and they may even get tripped up from time-to-time. Nevertheless, bricoleurs do not plan the sequence of dance steps – that would take the complexity and excitement out of the dance – and besides, there’s a lot of assistance, often J.I.T. (just in time), when “symbiotic hermeneutics” gets added to the mix and unseen entities arrive on the scene to “save the day” (Kincheloe, 2004d., p. 67). Bricoleurs don’t need to worry about being a perfect dancer, either, because as long as they put forth a sincere effort to dance well they always know there will the next dance and maybe even one “last dance” with their someone special as they journey joyfully forward on their Dancing Quest -- and as all bricoleurs will come to know -- the ending is ”just the beginning” (Kincheloe, 2008c, p. 227).

References

Kincheloe, J. L. (2004a). Preface. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. ix–xii). New York: Open University Press.

 

Kincheloe, J. L. (2004b). Introduction: the power of the bricolage: Expanding research methods. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 1–22). New York: Open University Press.

 

Kincheloe, J.L. (2004c). Redefining rigor and complexity in research. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 23–49). New York: Open University Press.

 

Kincheloe, J.L. (2004d). Questions of disciplinarity/interdisciplinarity in a changing world. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 50–81). New York: Open University Press.

 

Kincheloe, J. L. (2004e). Redefining and interpreting the object of study. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 82–102). New York: Open University Press.

 

Kincheloe, J. L. (2007b). Critical pedagogy in the twenty-first century Evolution for survival. In P. McLaren & J. L. Kincheloe (Eds.), Critical Pedagogy. Where Are We Now? (pp. 9-42). New York: Peter Lang.

 

Kincheloe, J. L. (2008b). Critical pedagogy ( 2nd ed.). New York: Peter Lang.

 

Kincheloe, J. (2008c). Knowledge and critical pedagogy: An introduction. Amsterdam: Springer.

 

1:51 pm | link 

Friday, May 10, 2013

The Heart of the Multidimensional Critical Complex Bricolage

"The notion of criticality at its core revolves around the effort to understand the causes of human suffering and to do what is necessary to end it. A critical complex epistemology begins with the effort to internalize the nature of this suffering and to use such an understanding as grounding for not only all knowledge that we produce but also to reshape who we are in the world" (Joe Kincheloe, 2008, Knowledge and Critical Pedagogy: An Introduction, p. 229).
 

 

What did Joe intend by that statement? It can be interpreted many ways and in different contexts, but I have my own interpretation based on my personal experience. We might consider that Joe had the quality of what’s often termed as that of being an “empath.” An empath feels other people’s feelings in a most literal sense, and in particular those people who are subjugated, discriminated against, poor, and abused by the system. I know this because I am “just like Joe” in that sense. Joe was always available to provide reassurance and support for the “sensitives.” He understood the emotional side of “debilitating education” and how particular people and groups of people are singled out for unfair treatment  and abuse. Politically, this extends to the western colonialization of peoples from other cultures and to the western world’s long and continuing track record of genocide. In the education system it presents in a number of debilitating ways, as he has thoroughly discussed in his work.

 

Joe rarely talked about his own personal experiences in depth; he discussed them "in passing," just briefly. You must read between the lines of his text and learn to be an empath and judging by the above quotation, he considers his critical complex epistemology a process for learning to do just that. Everyone should be an epistemologist -- a critical complex epistemologist. Joe was sensitive to the seemingly “triteness” and inappropriateness of highlighting his own personal experiences due to being a Western white male but that does not mean he didn’t suffer. Empaths suffer more than those who have not developed a great sense of empathy. He did acknowledge and highlight the fact that he was a “hillbilly,” and he wrote briefly about some of  his experiences. Discrimination of hillbillies has a long, dark history for people of Irish descent (Paradis, 2011). Thus, for multiple reasons, Joe was one of those singled-out sensitives all of his life. . . . and so have I been. . . . just like Joe. People just seem to know and attack in a multitude of ways. In fact, it can often get very weird. . . I could tell you some true stories.

 

My work, like Joe’s work, is in behalf of those people who experience suffering as a result of unfair, unjust, discriminatory actions of the greater society. Thus, my work is not for the elite of the system who control all of the chess pieces even though they may suffer; although, I do hope at least some of those who use evil tactics and self-serving manipulation will see that they cause their own suffering and will seek to change their ways. By curtailing the suffering they impose upon other people, they can alleviate their own suffering. I really don’t hold out much hope for that, however. At least not for those individuals who have absolutely no morals, ethics, heart, or soul. No, I honestly believe it will take building a new way of doing education up underneath their current archon-infested, mentally ill matrix as we watch their matrix crumble. If I’m wrong and it’s actually possible to build a viable process for education from within, then that’s a good thing. I would rather be wrong.

 

I just went through another extremely intense period of empathically feeling how Joe must have so felt many times in his life, and, in particular, just before he passed away. I stopped short of experiencing his “death experience.” While I’ve experienced the death experiences of other people and it’s not something I do by choice, but rather it just happens to me, I cannot go there in relation to Joe. . . but last night I came pretty close. I felt quite literally like I was dying all night long, like I did when I remembered Sam Cooke’s death experience. . . and no, he did not die in the manner that’s portrayed in the “record.” That’s one of those “fiction formulas” that Joe discusses in his work—which supports the need to “bleach bloodstains,” as he put it. I love Sam Cooke, and I hope Joe’s theory will in some way help to solve his case and achieve some semblance of justice. I believe it can. Bricoleurs are much like “detectives,” as Joe has described in his work. When they become adept, they’re better than detectives.

 

What I experienced, and what I feel I know in my heart is how Joe must have felt to have invested so many years of his hard work, passion, his heart and soul into a promising project that, due to the remorselessness of educational politics and economic greed, was doomed. I’m speaking of his dream to establish a global network of teachers, researchers, and students who share openly, compassionately, and all work together for social justice. I have just been dragged through a situation that also was doomed from the start totally unbeknownst to me and it triggered those emotions I know Joe must have felt. And somehow, because I am so connected to Joe, a feedback loop intensified the emotion. That’s what empathy does. And it works across the curtains—an example of “fourth dimension” bricolage.

 

Thus, as the quotation expresses, we invest effort into understanding what causes suffering. We internalize that suffering. We become empathic to the point that we cannot tolerate the fact that other people experience such suffering. Our empathy and compassion drive us passionately to doing whatever is within our power to change the world to alleviate suffering.

 

This is “the heart of the bricolage” as Joe had told me during one of our many conversations about bricolage. During my research, I was often painfully confronted with situations embedded in the debilitating educational process that cause emotional turmoil. I became conscious of how pathological the education system really is. Using the processes of the multidimensional critical complex bricolage and getting multiple views of the problems allow one to become hyper-aware of some of the major causes the problems. We identify the hidden connections in the matrix that diabolically perpetuate suffering and can then take immediate actions as well as more long-term actions that change things to bring about justice and alleviate suffering in the future. We share those experiences via knowledge production and dissemination, providing a more useful form of knowledge than numbers and descriptions in which researchers are isolated and disconnected from the people they are researching.

 

This gives great insight into why, in his dedication of the book, Rigour and Complexity in Educational Research: Conceptualizing the Bricolage, he had referenced Warren Zevon’s song, “Accidentally like a Martyr.” Indeed, anyone who sincerely and passionately works toward change in behalf of the oppressed within the psychopathic realm of education experiences what may sometimes seem like martyrdom. It takes work to transcend it. Most times we are successful; sometimes we are not. Applying the multidimensional critical complex bricolage to the full capacity of its power is not for the faint-of-heart. However, the understandings that emanate from the “heart” of the bricolage can contribute to that “grander purpose” Yvonna Lincoln (2001) had used to describe bricoleurs and by which Joe had lived his life as an exemplary role model. And it is this grander purpose which he has embedded into his conceptualization of bricolage (Kincheloe, 2004, p. 3). Bricoleurs can change the world (Kincheloe, 2004, 2008).

 

References

 

Kincheloe, J. L. (2004). Introduction: The power of the bricolage. In Kincheloe & Berry (2004) Rigour and complexity in educational research: Conceptualizing the bricolage. Open University Press.

 

Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. Amsterdam: Springer.

Lincoln, Y. (2001). An emerging new bricoleur: Promises and possibilities -- a reaction to Joe Kincheloe's 'Describing the bricoleur'. Qualitative Inquiry, 7, 6, pp. 693-6.

 

Paradis, Vanessa J. (2011). Remembering Joe Lyons Kincheloe: A revered master. Journal of Epistemology: for everyday living and lifelong learning, September, 2011.

 
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Wednesday, May 8, 2013

The Next Leg of the Journey

I will be posting articles that clarify Kincheloe's work on this site now that I've finished my nearly five-year-long research project and dissertation.


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Saturday, May 4, 2013

Previous Blogs and Research Data

All of the blogs that precede this point are data and preparation work for the research for my dissertation titled, Did Joe Lyons Kincheloe Discover the Golden Chalice for Knowledge Production? Critical Complex Epistemology and the Multidimensional Critical Complex
Bricolage. Because he had continued to add to the conceptualization after his initial two articles, there were various pieces in several different works that had to come together in order to develop a flexible process. Please refer to my dissertation for more information and for a map that shows how I used his multidimensional critical complex bricolage as my research process.

Special Note (4-15-12): The introduction below was originally posted May, 2009 when this bricolage research project first launched. It had been moved to the side bar as a download titled "Disclaimer," where it is also still available.
The research for this dissertation project has been completed. Content will continue to be added to this website that demonstrates Kincheloe's critical complex bricolage for a variety of purposes based on the research conducted. To understand the project, one needs to begin at the beginning blog and follow the path and/or read the dissertation. And we must remember: Joe warned us that the world is stranger than any of us can possibly imagine. In his last book, Knowledge and Critical Pedagogy: An Introduction, he also states, "A critical complex epistemology, critical ontology, and critical pedagogy are pattern-constructing dynamics that ultimately change who we are. Unless you are committed to resisting any authentic connection with the new experiences criticality produces, you will return from this encounter with new patterns, processes and contexts as a different being" (p. 252). He was right!!!!

LOVE is the only true answer! Joe worked so hard to get us all to see that.
In my book, Joe is Eros, the God of LOVE and he wins the Golden Chalice Award.

Introduction and welcome to this web site
This site serves dual purposes. The first and primary purpose is to serve as a resource for Joe Kincheloe’s brilliant work. Eventually the page dedicated to him, “About Joe Kincheloe,” will list and describe all of the work he has left us, and thus serve as an extensive resource one can come back to when seeking specific information about any of the numerous topics he has researched and written about. Secondly, this site represents a creative interpretation of his postformal and bricolage theories, thus, no claim is made that any particular idiosyncratic interpretation is specifically one that Joe Kincheloe would endorse, although neither is it proclaimed that he would not endorse any of the work or authors and artists represented on this site. In reality, his philosophical and theoretical formulations give people a green light to exercise their "creative imaginations." The articles, artworks, videos, music, blogs, and other resources outside of Joe’s specific works presented on his special page, are merely some very creative ways and examples of how his work can be applied or have been applied in order to provoke out-of-the-box thinking that can lead toward transformation, higher levels of cognitive awareness, and new ways of being in the world – or what Joe has described as “new mind spaces.”
 

Thus, the spirit of his work is represented, which allows total freedom of expression so that people have control over their own destinies and they are not constrained by socially constructed expectations, barriers, chains, and shackles. It is, in other words, the essence of freedom. As such, the creative expressions are not presented as reality and are not intended to be forced upon other people who possess their own realities, but are merely presented as possibilities for new and different ways of seeing and interpreting that can shed light on greater and deeper understandings. Perhaps even, on occasion, fairy tales are presented that appear to come true – imaginative realities that have been created in the process of applying the powerful techniques Joe has presented in his work – the techniques of the bricolage and individualistic postformal thinking and creating. There are treasures and magic that evolve when applying the powerful juxtaposition of contrasting and imaginative perspectives. The consequence can be an amazing hyperawareness that alerts us to what already exists subliminally, or below the threshold of "normal" perception; new revelations then suddenly come to our immediate awareness and thus become perceived as powerful and magical. Joe speaks often in his work of his great pleasure in what he referred to as “postformal treasure hunts.” The experience can truly be joyful, exciting, and exhilarating.

If people are able to open their consciousness just a bit they will gain a greater appreciation for our human abilities to create and construct our own realities and consciousness; thus, we have the abiity to reclaim our power, taking it back from those outside ourselves who attempt to force us to work and learn in ways that are not in our best interests but rather in the interest of maintaining some constructed status quo that only serves those who hold power. While many of us are able to reclaim our power easily, with pleasure and enjoyment and without fear, for some of us (and all of us, at times) it is more difficult and we need to work at it; for others it requires an existential shock which the critical bricolage and its postformal expression can bring about, and for still others it becomes an impossibility and thus they stay locked and embroiled within the true insanity of the world that is falling apart around them – a world that critical pedagogy has clearly identified and described, but as yet has not resolved in the form of concrete action sufficient to make a dent in the changes that are needed. This work Joe embarked on to take postformalism and the bricoalge into the world for application in order to make the world a better place and alleviate human suffering – this mission -- must continue in spite of and even because of all of these factors just mentioned. The goal of this site is to facilitate moving education – which is comprised of each and every person since we are all teachers and learners -- forward to places we have never been before. So please take heed of the caution sign and if you are in the latter group of people who do not wish to change, with all due respect, you best close out of this web site as the information you find here may be disturbing to you. The rest of us are rejoicing for the GIFT Joe has left for us and the promise for transformation and hope his work provides.  As Joe clearly spelled out, “Postformalism does not simply inform the quality of our thinking, it changes who we are. Caution: filling is hot” (p. 133). Yes, it is hot, Joe – very hot. And you ain’t seen nothin’ yet, Baby!


With Eternal and Radical Love,

Butterfly - Vanessa

Some Additional Posting that were made subsequent to this blog are included HERE.
And, additionally, the blogs continued on another site, transformed into a story titled Eros and Psyche: The Code Blue Earth Mission....the saga continues on....

Sandbox 

Sōferia's Sandbox. Sōferia, here, the Pleiadian alienated scholar from Planet Eros. I know peoples probably wonder what in the world I am doing here and what I am trying to accomplish on this website with my "crazy" blogs (below). Well, you see, like everybody else (whether they remember or not) I am on Earth Planet to learn. This is my sandbox play. After I came across Joe’s GREAT WORK I decided I want to try out ALL of his tools in every way imaginable right here in this sandbox. After meeting Joe and knowing him (and, yes, loving him), and studying his work in great detail, I believe I have his permission to explore his powerful tools and methods for all kinds of purposes and share them with all the peoples of the world, so that’s exactly what I’m doing. If he were here today, I can imagine he would be right here in the sandbox playing along beside me!!!!


One thing I will point out is that I will be taking all of my learning here to the NEXT LEVEL very soon. It takes time, so be patient! Joe’s work is SO ADVANCED I am still racing to catch up with him!!!!
 

YOU Can Race to the Top, Too!

Find out WHY Joe's Books
Will CHANGE THE WORLD!

HelloGoodbye Oh It is Love
 
TAKE TWO!!!!
 
Current Blog Topic: Will Sōferia ever discover THE BIG WHOPPER and THE GREAT REVEAL? (Interpreting p. 97 of Knowledge and Critical Pedagogy: An Introduction)

 

This game began on September 23, 2010 if you want to start from the beginning.
 
New! Here’s a link to page 97  Joe must have really planned ahead for this. He made sure the page was available for everyone!

She DID IT! She solved it and has now moved up to the NEXT LEVEL.
(The next chapter will be announced right here -- soon!) OK The Next Chapter Begins HERE.
 
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Archive Newer | Older

The above are links to my blogs. I did not know at the time of writing them, especially when I first began, that I was recording my Spiritual Journey of Ascension with Joe, who is my Twin Flame (which I also did not know when I began this journey, but I have provided undeniable evidence in my dissertation and much more evidence since writing it). All I knew when I began this journey after Joe’s death (by which I had been extremely traumatized) was that I was compelled to write the blogs, every day at first, and I seemed to have been getting instructions from Joe and from “Above.” I did not understand how the Celestial Spirits were guiding us along our journey nor the Power they have due to their Love connection to God (as Joe tells us over and over again in his work, there is nothing more powerful than love). My connection to Joe connected me powerfully to his love and to God’s Love, through the Holy Spirit. My experiences as recorded in the blogs proves what Joe has taught us about the power of love—over and over again (I’m a slow learner, for which I feel sad. I was totally asleep when I met Joe and did not even believe in soulmates. I hope you will not be as slow a learner as I have been). Nevertheless, what an amazing, beautiful journey it has been! It’s full of adventure, mystery, learning about the world, learning about our past, present and future, and engaging in super fun and sometime hilarious treasure hunts.

If you want to follow the path and connect to God’s amazing Love, begin reading at the first link 2009.05.03 and move forward. You will learn a lot!! I did. And there are millions of Celestial Spirits just waiting to serve as your personal teachers and guides. They want to take you treasure hunting (they do know where the treasures are) and guide you along your own personal path just like they did for me. I will not be writing any more blogs here because now I will be teaching Joe’s material “up above” and continuing along yet another amazing path. You can follow along the next leg of our journey by clicking on the links to the various courses, treasure hunt quests, etc.  We are creating multiple paths now in multiple directions. Are you ready?

There is something for everyone! All you need to do is engage sincerely with seeking knowledge and spreading love in the world, and then God’s magic will appear in your life too…no more suffering…only love, bliss, joy, passionate engagement with learning—for everyone, infinitely and eternally. God is Good!! Check it out! 20160227-1330 Rewards Of Developing My Will To Love

~ Vanessa, April 9, 2016

 


 

Blogs

 

The Next Leg of the Journey

 

The Heart of the Multidimensional Critical Complex Bricolage

 

Joe Kincheloe’s Nine-Step Dance: It’s Complicated but a Lot of Fun!

 

Writing a Multidimensional Critical Complex Bricolage Research Proposal Is Like Trying to Fit a Round Peg into a Square Hole

 

Writing Research Proposals for Multidimensional Critical Complex Bricolage, Part 2: If We Knew What We Were Going to Find We Wouldn’t Be Calling It Research

 

How Great Works Are Destroyed and Why Joining Kincheloe's Perpetual Revolution Is So Important

Chapter 3 of My Dissertation, Troy Richardson's Article, and On the Road Again

 

How Creating New Realities Empowers Us: Using Critical Complex Epistemology and the Multidimensional Critical Complex Bricolage to Wrap Our Minds Around Change

 

Joe Kincheloe’s “Dream Project”: The Critical Science of Complexity

   

Joe’s Radical Love: Freedom and Justice for All

   

When Human Decency and Ethics Collide with Job Responsibilities: “I’m just doing my job!”

   

The MUSIC during Yesterday’s Eager Beaver Pacific Coast Treasure Hunt and Birthday Bonanza: Another Epistemological Road Trip

Signs, Symbols, and Semiotics: Appreciate the Little Things PLUS the Keys to Dangerous Knowledge, Keys #1 and #2

Continuing the Discussion of the Keys to Dangerous Knowledge: DNA and The Word (Still on Key #2, moving toward Key #3)

Why Do We Need Joe's Critical Complex Epistemology and Multidimensional Critical Complex Bricolage? 

Dangerous Mission: “Quantum Activism” and “Feminizing” the Sciences

Dear Scholars, Students, Researchers, Teachers, ALL:

Offsetting Thanatos with Eros Love

The Scams All Around You and Why It’s So Important That You Do Your Own Research

 

THE WORD has Come Down: An Update about the Bricolage Quick-Start Guides

BRICOLAGE QUICK-START D.I.Y. GUIDE: The Secrets to A+ Papers

What Freire’s Omission Has Cost Me: If Only I Had Known that I ALWAYS KNEW Joe—Sooner

New Alternatives for Education: How About Lifelong Learning?

The BRICOLAGE QUICK-START D.I.Y. GUIDE and On to the Next Level: Fourth Dimension Research

An Exciting Message from the Cosmos, Music, Remedial Physics, and Why Joe was a Greater Genius than Michio Kaku

From Classical Physics to Theoretical Physics vis-à-vis the Multidimensional Critical Complex Bricolage

 Treasure Hunt Blogs

JOE Journal of Epistemology-It's FREE!!

                               It's FREE!!

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Big Deal-Catch Up 
“As a child I wanted so desperately for magic to be real. I would work for hours collecting what I hoped were just the right combination of ingredients to make some type of magic potion that would provide me with special powers….I found such magic in words viewed in a postformal matrix and I observe and practice that magic everyday.” (Kincheloe, 2006, Reading, Writing, Thinking, p. 13)
 
 
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