Moving beyond (critical) reflection towards diffraction: A composting guide for world language(s) education


  • Danielle H. Heinrichs Griffith University and
  • Dewi Andriani University of Queensland


Compost; Haraway; Languaging; Diffractive; Social media.


Professional and personal obligations have required us to engage in (critical) reflection as world language educators of Spanish, German, English and Indonesia. While we have sought to engage in nuanced and insightful examples of this, we cannot help but feel that our reliance on conventional strategies for (critical) reflection do not move beyond mirroring sameness and a corrective logic. As a result, we have turned towards Donna Haraway’s compost metaphor to highlight the transemiotic, techno-science and non-linguistic data that we may previously have missed. In addition, we attempt Donna Haraway and Karen Barad’s diffractive methodology for exploring the potential differences in our language practices and considering why these matter as a way to move beyond conventional (critical) reflection. Drawing on social media scroll-back interviews, we explore a range of alternative data (hesitation, affect, wonder, avoidance and shame-interest) that we sensed with(in) the entangled personal-professional conversations between ourselves and our Facebook timelines. Rather than suggesting a prescriptive method(ology) moving beyond critical reflection in world language education research, we instead offer our own intra-disciplinary example as a possible, experimental guide for others working in this space


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