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ERIC Number: EJ900805
Record Type: Journal
Publication Date: 2010-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 87
ISBN: N/A
ISSN: ISSN-0951-8398
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
Sellers, Warren; Gough, Noel
International Journal of Qualitative Studies in Education (QSE), v23 n5 p589-614 Sep 2010
This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. Deleuze "and Guattari" have inspired each of us in distinctive ways. Single-authored products include a series of narrative experiments or "rhizosemiotic play" in writing educational philosophy and theory, and a doctoral thesis enacting processes of "rhizo-imaginary" "picturing" towards immanent and emergent curriculum theorising. We have also collaborated in producing some co-authored works, which has motivated us to persevere with exploring further potentials for thinking-writing together. By exploring our genealogical and generative work with Deleuzean conceptual creations in mind, we seek to move readers beyond Deleuzo-Guattarian select metaphors (e.g. nomadism, rhizome, lines of flight, smooth and striated spaces). However, we distance ourselves from the types of "use" of Deleuze that merely appropriate metaphors that were never intended as metaphors. Rather, we prefer thinking with Deleuze to produce previously unthought questions, practices and knowledge. We intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading-thinking has opened to us but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry. (Contains 7 notes and 14 exhibits.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia