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A Deleuzian Approach To Curriculum

Author: J. Wallin
Publisher: Springer
ISBN: 0230115284
Size: 30.82 MB
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This work examines the impoverished image of life presupposed by the legacy of transcendent and representational thinking that continues to frame the limits of curricular thought. Analyzing the ways in which modern institutions colonize desire and overdetermine the life of its subject, this book draws upon the anti-Oedipal philosophy of Gilles Deleuze, revolutionary artistic practice, and an unorthodox curriculum genealogy to rethink the pedagogical project as a task of concept creation for the liberation of life and instantiation of a people yet to come. This book invites academics, artists, and graduate students to engage the contemporary struggles of curriculum theory, educational philosophy, and pedagogical practice with a new set of conceptual tools for thinking radical difference.

Deleuze And Education

Author: Inna Semetsky
Publisher: Edinburgh University Press
ISBN: 0748669450
Size: 48.72 MB
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These 13 essays address the broad territory of educational theory and philosophy of education. Moving from the formal to post-formal mode of education, the contributors explore education as an experimental and experiential process of becoming grounded in life that represents the becoming-Other of Deleuze's thought.

Educational Life Forms

Author: David R. Cole
Publisher: Springer Science & Business Media
ISBN: 9460916120
Size: 64.62 MB
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This book takes the philosophy of Gilles Deleuze and applies it to educational practice. To understand how and why to do this, David R Cole puts forward the notion of educational life-forms in this writing, which are moving concepts based on Deleuzian principles. This book turns on and through the construction of the philosophy of life in education. The life-forms that will come about due to the philosophy of life in education rest on epiphanies, the virtual and affect. The author looks to infuse educational practice with the philosophy of life, though not through simple affirmation or a construction of counter metaphysics to representation in education. This book uses Deleuze for practical purposes and sets out to help teachers and students to think otherwise about the current praxis of education. "With this book Educational Life-Forms which is an examination of the significance of the philosophy of Gilles Deleuze for education, David R Cole proves himself to be one of the very small number of philosophers of education who has provided intelligent commentary of Deleuze's difficult corpus. Cole keenly appreciates the conceptual creativity of Deleuze especially in relation to the concepts of 'life forms' and 'body without organs' and effectively demonstrates its practical implications for education." - Michael A. Peters Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign. “David R Cole's, Educational Life-Forms: Deleuzian Teaching and Learning Practice is a profound, speculative work that offers both new ways of thinking about the philosophy of Gilles Deleuze (as a practical thinker with ideas that can be applied at the 'coal face', as it were) and new ways of thinking about teaching and learning. It engages with actual policy debates as they are played out in the complex reality of the classroom situation and brings to them a fresh perspective developed through a close reading of Deleuze. This is an exciting new work which will be rewarding reading for both Deleuzians and non-Deleuzians and is sure to win converts amongst the latter.” - Ian Buchanan, Editor Deleuze Studies Professor of Critical Studies, Dean of research in the Arts and Social Sciences University of Woolongong. In this thoughtful and engaging book, David R Cole has given us an answer to the important question of how Deleuze's philosophy enters into the practice of education. Cole situates this philosophy within existing debates around teaching and learning not only through a very lucid account of Deleuze's work and current theory, but also through highly effective and often moving examples of practice. This book is essential reading for anyone interested in Deleuze and education - James Williams Professor of European Philosophy, University of Dundee.

Arts Pedagogy And Cultural Resistance

Author: Anna Hickey-Moody
ISBN: 9781783484867
Size: 79.65 MB
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This collection demonstrates how physical objects, materials, space and environments teach us, and redefines practice with theory (praxis) as a more-than-human network. The contributions illustrate how the materials, process, pedagogies and theories of Arts making question and disrupt the many forms of cultural dominance that exist in our society.

Nomadic Education

Author: Inna Semetsky
Publisher: Sense Pub
ISBN: 9789087904111
Size: 78.54 MB
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This comprehensive and thoughtful volume is the first book to investigate, assess and apply a philosophy of education drawn from the great French philosopher Gilles Deleuze. It contains powerful and beautiful essays by some of the most influential Deleuze and Guattari commentators (the chapters by Bogue, Colebrook, May and Semetsky, and Genosko are particularly rewarding). The book provides very useful situations within the philosophy of education and some interesting experimental developments of Deleuze's work, notably in terms of new technologies and original methods. This is then an indispensable work on Deleuze and education. It covers the historical background and begins shaping debates for future research in this exciting and growing area. Professor James Williams, Professor of European Philosophy, School of Humanities, University of Dundee, author of Gilles Deleuze's Difference and Repetition: A Critical Introduction and Guide and The Transversal Thought of Gilles Deleuze: Encounters and Influences Deleuze always said that education was an erotic, voluptuous experience, perhaps the most important experience we can have. This collection captures that excitement and challenges what we think about how Deleuze should be taught and just as importantly what he taught. Ian Buchanan, Centre for Critical and Cultural Theory, Cardiff University, author of Deleuze and Guattari's Anti-Oedipus and founding editor of Deleuze Studies. Here are thirteen encounters with Deleuze s work that not only testify of the creativity and newness of Deleuze s own writing but that, by taking these ideas into the field of education, raise new questions, signal new problems, and provide genuinely new ways of educational thinking and being. A rich source of inspiration for anyone who believes that education should not be about the reproduction of what already exists but should be committed to what is to become. Gert Biesta, University of Stirling, author of Beyond Learning: Democratic Education for a Human Future; co-editor of Derrida & Education."

Art Equality And Learning Pedagogies Against The State

Author: Dennis Atkinson
Publisher: Springer Science & Business Media
ISBN: 9460914543
Size: 74.95 MB
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In this book the notions of real learning and equality are approached as processes of becoming leading to the figuration of new worlds through local curations of learning and practice. Though its main theses are mainly grounded in the context of art practice and education they have a much wider application to other (perhaps all) contexts of learning through the notions of pedagogies against the state and pedagogies of the event. Learning is conceived as a political act rather than, for example, an incremental process of psychological or sociological development.

Bridging Educational Leadership Curriculum Theory And Didaktik

Author: Michael Uljens
Publisher: Springer
ISBN: 3319586505
Size: 55.85 MB
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This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

Multiliteracies In Motion

Author: David R. Cole
Publisher: Routledge
ISBN: 1135184321
Size: 25.60 MB
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The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.

Discipline And Learn

Author: Megan Watkins
Publisher: Springer Science & Business Media
ISBN: 9460916996
Size: 69.22 MB
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Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists: Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. This text is invaluable reading for students and academics across the social sciences and humanities interested in questions of embodiment, affect and their relation to learning. This is the most thought-provoking book to be published on pedagogy in a long, long time. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students’ bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. Jane Kenway, Professor of Education, Monash University Discipline and Learn: Bodies, Pedagogy and Writing an excellent book which makes an important contribution to our understanding of both pedagogy and the body and which is sure to spark debate in both fields. It is careful and judicious in its approach but still manages to be provocative and original. Nick Crossley, Professor of Sociology, University of Manchester

Teachers In Nomadic Spaces

Author: Kaustuv Roy
Publisher: Peter Lang Pub Incorporated
ISBN: 9780820467375
Size: 35.67 MB
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Annotation Applying philosopher Gilles Deleuze's constructivist ideas that stress potentialities posed by problems rather than solutions, Roy (curriculum and instruction, Louisiana State U., Baton Rouge) presents a case study and postmodern reconceptualization of how teachers in a new innovative urban school constructed their roles in a "nomadic" (i.e. nonhierarchical) learning space. The book is not indexed. Annotation (c)2003 Book News, Inc., Portland, OR (