Reconceptualising transition to Higher Education with Deleuze and Guattari
Bibliographic Data
| ID | 4098372 |
|---|---|
| Authors | C A Taylor (0000-0002-0914-8461, Sheffield Hallam University, corresponding author), J Harris-Evans (Sheffield Hallam University), Jean Harris‐Evan (0000-0002-1918-8627, Sheffield Hallam University) |
| Year | 2018 |
| Volume | 43 |
| Issue | 7 |
| Pages | 1254-1267 |
| Publication date | 2018-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1242567 |
| OpenAlex | W2548116975 |
| Language | EN |
| Citations received | 42 |
| References cited | 29 |
This article draws on the philosophy of Deleuze and Guattari to reconceptualise transition to Higher Education. In doing so it contributes a new theoretical approach to understanding transition to Higher Education which largely remains under-theorised, uncritical and taken-for-granted. Drawing on data from two projects, the article activates Deleuze and Guattari’s concepts of assemblage, rhizome and becoming to contest the established view of transition as a linear pathway or series of ‘critical incidents’. The article illuminates how Deleuze and Guattari’s concepts are of value both in theorising the multiplicity and heterogeneity of transition and in refocusing attention on the lived specificities of students’ experiences within a complex web of institutional and affective practices. The article ends with a consideration of how Deleuze and Guattari recast understandings of transitions theory and practice
Aesthetics · CONTEST · Deleuze and Guattari · Epistemology · Sociology · Theology · Higher Education Practises and Engagement · History · Innovative Education and Learning Practices · Philosophy · Youth Education and Societal Dynamics
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Exploring Learning for On-Campus Students Transitioning to Online Learning during the Covid-19 Pandemic
The Push and Pull Paradox
Unlearning, uncovering and becoming
Embedding student feedback in deep pedagogic reflection
Mobility as Rhizome and Becoming
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Frailty in transition? Troubling the norms, boundaries and limitations of transition theory and practice
‘The harder you work, the luckier you get?’
‘I want to scream it from the rooftops now […] there are other pathways’
A metaphorical glimpse into university student transition and habitus
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Dancing with bonds
Pre-Arrival Confidence and Perceived Importance in First-Year UK Sport Students
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Disrupting the dominance of ‘linear pathways’
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Story Completion
DAO as Rhizome
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Problematising and reimagining the notion of 'international student experience
Palestinian Arab undergraduate students' transition to Israeli higher education
Storying students' becomings into and through higher education
Troubling transitions and celebrating becomings
Liminal transitions
The Deleuze Connections
Gilles Deleuze
The role of engagement in inspiring teaching and learning
Chapter 9 Classification or Wonder? Coding as an Analytic Practice in Qualitative Research
Getting Lost
Navigating change
Understanding time in learning transitions through the lifecourse
A piece of resistance
The offence of theory
There was never really any question of anything else
Exploring transition to postgraduate study
What Is Philosophy
A thousand plateaus
Methodology in the fold and the irruption of transgressive data
On Two Metaphors for Learning and the Dangers of Choosing Just One
How fair is access to more prestigious UK universities
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The Empirical and the New Empiricisms
The Presence of School Absenteeism
| Unique citing works | 42 |
|---|---|
| Citations per year | 4,67 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |