That’s Not Very Deleuzian
Thoughts on interrupting the exclusionary nature of “High Theory
Dados Bibliográficos
| ID | 8098828 |
|---|---|
| Autores | Kathryn J Strom (0000-0002-6411-2779, Department of Educational Leadership, California State University, East Bay, Hayward, CA, USA, autor correspondente) |
| Ano | 2017 |
| Volume | 50 |
| Fascículo | 1 |
| Páginas | 104-113 |
| Data de publicação | 2017-07-05 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Educational Philosophy and Theory (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2017.1339340 |
| OpenAlex | W2733619373 |
| Idioma | EN |
| Citações recebidas | 17 |
| Referências citadas | 25 |
In the following essay, I discuss my own uneasy and nonlinear journey from the classroom to Deleuze, describing the concepts and lines of thought that have been productive in thinking differently about teaching and teacher education. I also detail my encounters with the surprising orthodoxies of using Deleuzian/Deleuzoguattarian thought. From these, I suggest that ‘being Deleuzian’ is itself a molar line that serves as an exclusionary mechanism, working to preserve high theory for the use of only a select few. Instead, I argue for the potential of making such nonlinear thinking accessible to mainstream audiences to interrupt the linear, status quo thinking undergirding a global educational neoliberal movement
Aesthetics · Critical theory · Epistemology · Higher education · Philosophy of education · Political science · Psychoanalysis · Sociology · Law · Philosophy · Posthumanist Ethics and Activism · Psychoanalysis, Philosophy, and Politics · Psychology · Social and Cultural Dynamics
Relations of care and affirmative disruptions in academia
Thinking Differently about Teaching and Learning
Concept Mapping in the Age of Deleuze
Creative projects as a critical reflection tool in migration studies
Cultivating Transdisciplinary Orientations in Science Education Research and Practice
Deleuze Becoming-Mary Poppins
Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education
Tapestries of inquiry—digital diaries as an engaged affective method in collective knowledge-making
Stewardship and beyond? Young people’s lived experience of conservation activities in school grounds
Materialising effects of difference in sex education
Enacting affirmative ethics through autotheory
Betraying our best intentions
An argument for method in qualitative research
When empty stomachs become flattened identities
After postmodernism
Fieldnotes and situational analysis in environmental education research
Moving on From the Delphi Study
Engaging Crystallization in Qualitative Research
A Deleuzian Century?
Thinking with Theory in Qualitative Research
High Theory/Low Culture
Towards socially just pedagogies
Post-qualitative research
Desiring silence
Deleuzian Concepts for Education
Experiencing Deleuze
Geophilosophy, Education and the Pedagogy of the Concept
Deconstructing and Transgressing the Theory—Practice dichotomy in early childhood education
Deleuze and Guattari’s language for new empirical inquiry
Disrupting Ethnography through Rhizoanalysis
Meeting the Universe Halfway
What Is Philosophy
Teaching as Assemblage
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Situational Analyses
| Obras citantes distintas | 17 |
|---|---|
| Citações por ano | 2,13 |
| Intervalo de citações | 2018 - 2025 (8) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 17 |