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1.
《Educational Philosophy and Theory》2013,45(5):625-645
This essay enacts a philosophy of science education inspired by Gilles Deleuze and Félix Guattari's figurations of rhizomatic and nomadic thought. It imagines rhizomes shaking the tree of modern Western science and science education by destabilising arborescent conceptions of knowledge as hierarchically articulated branches of a central stem or trunk rooted in firm foundations, and explores how becoming nomadic might liberate science educators from the sedentary judgmental positions that serve as the nodal points of Western academic science education theorising. This is demonstrated by commencing two rhizomatic textual assemblages that generate questions, provocations and challenges to dominant discourses and assumptions of contemporary science education. The first of these addresses cultural representations of Sir Isaac Newton and the second makes multiple, hybrid connections among the parasites, mosquitoes, humans, technologies and socio‐technical relations signified by malaria. 相似文献
2.
High-stakes testing is changing what it means to be a ‘good teacher’ in the contemporary school. This paper uses Deleuze and Guattari's ideas on the control society and dividuation in the context of National Assessment Program Literacy and Numeracy (NAPLAN) testing in Australia to suggest that the database generates new understandings of the ‘good teacher’. Media reports are used to look at how teachers are responding to the high-stakes database through manipulating the data. This article argues that manipulating the data is a regrettable, but logical, response to manifestations of teaching where only the data counts. 相似文献
3.
《Educational Philosophy and Theory》2013,45(2):330-345
The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel paper, we take up the challenge to move towards a more creative form of ‘becoming cyborg’ in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's schizoanalytic practice in the 1950s and 1960s and, before him, the Francophone educationalist Celestin Freinet, who founded the Modern School Movement, are explored and used to illuminate examples of some of our own attempts to set the classroom up as a space for collective engagement. We conclude by exploring how this understanding of the class as subject group may be used to mobilise action and de‐stabilise the coordinates of existing academic divisions of labour. 相似文献
4.
《Discourse: Studies in the Cultural Politics of Education》2012,33(1):129-146
This article maps critical literacies conceptually and empirically in the context of adult immigrant language classrooms. It begins by describing Deleuze and Guattari's cartographic approach. Then it traces critical literacies situated conceptually within a Freirean paradigm before mapping them differently through the Deleuzian-informed Multiple Literacies Theory (MLT). MLT frames critical literacies as reading intensively, that is, disruptively. This alternative conceptualization is then mobilized empirically in relation to the problems and politics produced in the qualitative study of one language classroom. In this classroom, reading a newspaper article provoked a series of transformative events or becomings, a concept created by Deleuze and Guattari and which is central to MLT. A research cartography is presented as a series of vignettes weaving data and concepts. This empirical mapping of media literacies and reading intensively offers insights into the politics of becoming in adult immigrant language classrooms and opens conceptual lines of flight between critical literacies and reading intensively. 相似文献
5.
Richard Edwards 《Discourse: Studies in the Cultural Politics of Education》2006,27(1):121-133
This article takes as its focus the “and” in discourses of teaching and learning. Drawing upon the work of Deleuze and Guattari, I argue that the “and” signifies a complex, sticky relationship between teaching and learning, and that we can radicalise our conception of “and” to bring forward a range of different discourses. The argument suggests that those critiques of discourses of teaching and learning which argue for an alternative discourse of pedagogy can be supplemented by the radicalising of the “and”. I am therefore proposing the possibility for different forms of immanent and transcendental critique in relation to contemporary debates about teaching and learning. And that there is significance in the apparently insignificant?…
In real life people fumble their words and stare blankly off into space and don't listen properly to what people say. I find that kind of speech fascinating but it seems writers never write dialogue like that because it doesn't look good on the page. (Christopher Guest, Theatre Director) 相似文献
6.
David H. Fleming 《Educational Philosophy and Theory》2013,45(10):1160-1173
In this article I explore the pedagogical value of Gilles Deleuze and Félix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students' learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze and Guattari’s philosophical models provide a ethical alternative to corporate, Confucian and Cartesian models otherwise inhibiting students and teachers in the modern Sino-international university context. 相似文献
7.
Elizabeth A. St. Pierre 《International journal of qualitative studies in education》2013,26(3):365-383
Framing this essay as a preface to a return to the field in order to collect more data for her study of the older, white southern women of her hometown, this researcher uses Laurel Richardson's (1994) concept of ''writing as a method of inquiry'' in order to revisit some of the places in which she has already done field work. By employing Deleuze and Guattari's (1980 1987) image of the nomad deterritorializing space, she revisits some of those spaces- mental space, the space of the text, and the space of theory- in order to work out of the failure of her received understanding of fieldwork and to think differently about the spaces and places in which her research takes place. 相似文献
8.
Alistair James Stewart 《The Journal of environmental education》2018,49(2):130-141
ABSTRACTThis article enacts Deleuze and Guattari's (1987) concept assemblage to craft a riverScape pedagogy that is informed by, and responsive to, the Murray Cod, the river, and its circumstances. The Murray Cod, the largest fish species in Australia's Murray-Darling Basin, has diverse cultural meanings. Cod are at once a creation being of Indigenous people, a migratory predator that breeds in response to warm floodwaters, and a fish suffering significant ecological decline as a result of changes to land and water use in its habitat. Murray Cod assemblage weaves these elements together to re/create a bioegalitarian pedagogy, part thought experiment and part teaching strategy. 相似文献
9.
Alecia Youngblood Jackson 《International journal of qualitative studies in education》2013,26(5):693-710
In this conceptual paper, the author offers a rethinking of the concept of voice in qualitative research informed by feminist, postcolonial, and poststructural theories. Using Deleuze & Guattari's (1987) figuration of the rhizome, the irruptions of voice in feminist and postfoundational qualitative research are mapped to invent a concept of voice, rhizovocality, that signifies voice as excessive and transgressive yet interconnected. This mapping begins with early feminist emancipatory research that assumed an authentic, silent woman's voice in need of liberation. Then, the author moves into dilemmas of power that emerged from critiques of problematic representations of voice within feminist research. The third section of the paper is a postcolonial feminist response to imperial uses of voice in feminist research, and the final part is a feminist deconstructive critique of voice in qualitative research. The article concludes with an argument for rhizovocality as a conceptual, deconstructive tool for working the limits of voice in qualitative research. 相似文献
10.
Lynda Stone 《Educational theory》2011,61(6):647-658
All research has limitations, for example, from paradigm, concept, theory, tradition, and discipline. In this article Lynda Stone describes three exemplars that are variations on limitation and are “extraordinary” in that they change what constitutes future research in each domain. Malcolm Gladwell's present day study of outliers makes a statistical term into a sociological concept. Carlo Ginzburg's study of a sixteenth‐century miller who challenges Church doctrine initiates the field of microhistory. Gilles Deleuze and Felix Guattari's philosophy of the rhizome offers a poststructuralist study of the doing of philosophy and the form of philosophical text. Although Gladwell's study is the only one specifically on the topic of outliers, the other two investigations are outliers as well. Overall the three studies demonstrate what can be revealed and learned when limitation is transgressed. This is an important lesson for educational research—wherein heretofore unimagined societal possibility and reform of education might result. 相似文献
11.
Mark Featherstone 《Educational Philosophy and Theory》2019,51(3):298-309
AbstractMy objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegger’s turn to Nazism can be seen to represent, I turn to Deleuze in the name of a model of educational becoming that recognises difference in itself, before noting that this philosophical approach has similarly found humiliation in the contemporary neoliberal university dominated by a form of rhizomatic power. Finally, I look to develop a fusion of Heideggerian and Deleuzean approaches to deepen Stiegler’s pharmacological critique of the contemporary dystopia of systemic stupidity and its potential resolution in an educational utopia of invention on the other side of the humiliation of thought. 相似文献
12.
Alistair Stewart 《International journal of qualitative studies in education》2013,26(10):1169-1185
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’ 相似文献
13.
In this article we explore the educational potential of cinema. To do this we first analyse how the American critical thinker Henry Giroux tries to give body to an educational theory in relation to cinema. His ‘film pedagogy’ is described as developing a critical response of the learner in relation to the public sphere of film. Giroux’s approach, however, seems to forget rather than explore the potential that is specific to the medium. Secondly, the article analyses Walter Benjamin’s (1936, Illuminations, London, Pimlico) essay ‘The work of art in the age of mechanical reproduction’, because here we find not a different educational response to cinema, but one of the first studies on cinema that describes its ontological nature and the potential of moving images for thought. Finally, the article discusses the cinema philosophy of Gilles Deleuze, who, in contrast to Giroux, does not construct a Cartesian framework around cinema. Rather, he recognizes and explores cinema’s potential for thoughts like Benjamin did. In this way, Deleuze reverses Giroux’s question of how education should respond to cinema. A pedagogical discussion hereby comes to the fore that does not ask the question of what methodology should be used in education to think critically about cinema, but what the implications are of the nature of cinema for thought and for education. 相似文献
14.
Pedagogy Against the State 总被引：1，自引：0，他引：1
Dennis Atkinson 《The International Journal of Art & Design Education》2008,27(3):226-240
15.
David Rousell Amy Cutter-Mackenzie Jasmyne Foster 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):654-669
Over the last 3 years, the Climate Change and Me project has mapped children and young people's affective, creative, and ontological relationships with climate change through an emergent and child-framed research methodology. The project has involved working with 135 children and young people from across Northern NSW, Australia, as coresearchers responding to the rapidly changing material conditions of the Anthropocene epoch. In this article, we position speculative fiction as a mode of creative research that enabled the young researchers to inhabit possible climate change futures. This node of the Climate Change and Me research was initiated by coauthor Jasmyne, who at the time was a year 7 student at a local high school. Through an ongoing series of visual and textual posts on the project web site, Jasmyne created an alternate world in which children develop mutant forces and bodily augmentations that enable them to resist social and environmental injustices. Drawing on these visual and textual entries in dialogue with Deleuze and Guattari's geophilosophy, we consider ways that speculative fiction might offer new conceptual tools for a viral strain of climate change education that proliferates through aesthetic modes of expression. 相似文献
16.
Randall Teal 《The International Journal of Art & Design Education》2010,29(3):294-302
Design thinking can be a powerful way to engage the world, allowing interactive understandings that are both analytic and experiential. When fully functioning, design thinking necessarily calls upon faculties often considered a‐rational, a‐causal and a‐logical. Unfortunately, such faculties often give rise to academic suspicion. That is to say, the indeterminacies of design thinking often spawn unhelpful (and undermining) reductions. When this occurs, the fullness of design thinking gets channelled into a series of steps, rules of thumb or professional categories, thereby diluting its potency. In order to encourage a richer image of design thinking, particularly for the education of design students, this article explores ways to complement more familiar logical understandings of the design process with the functional complexity of Gilles Deleuze and Felix Guattari's ‘rhizome’. As a heuristic device, the rhizome and its related concepts are employed to provide a more complete picture of design thinking and to develop a practice that imbues design work with meaningful complexity. In this way, the rhizome promotes design thinking as a process comprised of both linear and non‐linear aspects. 相似文献
17.
Mindy Blaise 《Gender and education》2013,25(7):801-817
Since the moral panic discourse is shutting down discussions about how children are making meaning of gender and sexuality, this paper argues that a new logic is needed for understanding childhood sexuality. A postdevelopmental logic is created by working with Deleuze and Guattari's [Anti-Oedipus: Capitalism and Schizoprhenia. Translated by Robert Hurley, Mark Seem and Helen R. Lane. London: Athlone and A Thousand Plateaus: Capitalism and Schizophrenia. Translated by Brian Massumi. London: Continuum. (Orig. pub. 1980)] concepts ‘assemblage’, ‘desire’, and ‘territories’ to understand childhood sexuality in ways that do not rely on the notion of a ‘moral panic’. By re-assembling data generated from an exploratory study of talk by young children about gender and sexuality this paper creates new connections about childhood, gender, and sexualities. It does this by moving away from developmental framings, initiating a different dialogue about curiosities, human and nonhuman bodies, and desires, to chart new territories about childhood sexuality in the early years classroom. 相似文献
18.
CHIA‐LING WANG 《Journal of Philosophy of Education》2011,45(1):141-156
This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his adoption of Foucault's thought. These problems arise from the way that he settles interpretations into received ideas. Foucault's thought, I try to show, is not to be seen in a confined way. In the second part, I seek a different reading of Foucault's notion of power/knowledge in order to break with this tendency to confine, referring to the work of Gilles Deleuze. I draw particularly on Deleuze's thought of the outside as a means of manifesting the significance of power/knowledge in relation to processes of subjectification. At the end of the paper, I suggest how educational theory might be reconceived in the light of potencies of power/knowledge that the paper has demonstrated. 相似文献
19.
Sardar M. Anwaruddin 《Educational Philosophy and Theory》2013,45(7):734-746
In this article I discuss how Jacques Rancière’s thought invites us to re-conceptualize the education–emancipation nexus. The primary goal of traditional approaches to emancipatory and anti-oppressive education has been to empower the oppressed so that the latter can (re)gain their voice and transform their situations. Building on Rancière’s ideas, I argue that the processes of empowering the oppressed imply that one has the power to empower the other, and thus start with an assumption of inequality. I conclude the article with a call for a pedagogy of ignorance. Grounded in Rancière’s thought, this pedagogy is ignorant of any division and hierarchy of intelligence. 相似文献
20.
Kirsten Lambert Peter Wright Jan Currie Robin Pascoe 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):197-208
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘speak back’ against the neoliberal project. What our research revealed is how the drama classroom is an open, dynamic space where students can embody different identities at a critical time in their adolescent development. What is delimiting about this potentiality is the proclivity of teachers and students, as desiring machines, to conform to the dominant neoliberal culture of competitive performativity. The paper proposes that schizoanalysis offers new insights for mapping complex desire-flows and embodied identities through and against the dominant performative and heterosexist culture. 相似文献