Telling ghost stories with the voice of an ogre Deleuze, identity, and disruptive pedagogies

Journal article

Beighton, C. 2016. Telling ghost stories with the voice of an ogre Deleuze, identity, and disruptive pedagogies. Issues in Teacher Education. 26 (3), pp. 111-127.
AuthorsBeighton, C.
Abstract

This article puts the ideas of philosopher Gilles Deleuze to work theoretically and practically in tackling questions of social justice in teacher education. Writing as a teacher educator in the United Kingdom, I situate this work in local, strategic interventions and recent calls for an “ontological turn”. The article has two parts. I first link Deleuze’s differential ontology to an approach to identity and its critique of the impact of neo-liberal discourses on (teacher) education. Second, I examine how Deleuze’s ideas can foster specific practices, focussing on the area of planned pedagogy. I show how non-linear pedagogies and disruptive interventions imply from radical shifts in the operation of thought which Deleuze links to an immanent ethical commitment to events. This new image of thought, I argue, is the most useful thing in Deleuze’s toolbox, helping us to think and act differently in teacher education.

Year2016
JournalIssues in Teacher Education
Journal citation26 (3), pp. 111-127
PublisherCalifornia Council on Teacher Education
Related URLhttps://www.itejournal.org/index.html
Publication process dates
Deposited13 Apr 2016
Submitted01 Apr 2016
Accepted01 Mar 2016
CompletedOct 2017
Accepted author manuscript
Output statusUnpublished
Permalink -

https://repository.canterbury.ac.uk/item/87v0y/telling-ghost-stories-with-the-voice-of-an-ogre-deleuze-identity-and-disruptive-pedagogies

Download files

Accepted author manuscript
14430_ Deleuze ITE FinalEdit 13jan17.pdf

  • 172
    total views
  • 45
    total downloads
  • 3
    views this month
  • 1
    downloads this month

Export as

Related outputs

Dis/placing teacher identity: performing the ‘brutal forms of formalities’ in English Further Education
NAZ, Z. and Beighton, C. 2024. Dis/placing teacher identity: performing the ‘brutal forms of formalities’ in English Further Education. International Journal of Lifelong Education. 43 (5), pp. 553-567. https://doi.org/10.1080/02601370.2024.2368720
Whistles and sirens: The chilling debate around academic freedom revisited
Beighton, C. 2024. Whistles and sirens: The chilling debate around academic freedom revisited.
Teacher recruitment and retention: a question of identity?
Beighton, C. and Naz, Z. 2024. Teacher recruitment and retention: a question of identity? Canterbury Christ Church University.
Backyard ethnography: researching the interplay between education policy and teaching practices in a complex workplace
Beighton, C. and Naz, Z. 2024. Backyard ethnography: researching the interplay between education policy and teaching practices in a complex workplace. SAGE.
Positioning and authenticity in data collection: researching racism in education contexts
Beighton, C. and Kemiche, Z. 2024. Positioning and authenticity in data collection: researching racism in education contexts. SAGE.
Trainee teachers and academic literacy: process, pedagogy and practice
Beighton, C. 2024. Trainee teachers and academic literacy: process, pedagogy and practice . Educational Studies. https://doi.org/10.1080/03055698.2024.2313222
Under pressure: inspection regimes and the institutionalisation of failure
Beighton, C. and Naz, Z. 2023. Under pressure: inspection regimes and the institutionalisation of failure . Canterbury Christ Church University.
Three policy problems: Biocreep and the extension of biopolitical administration
Beighton, C. and Powell, H. 2023. Three policy problems: Biocreep and the extension of biopolitical administration. Journal of Education Policy. https://doi.org/10.1080/02680939.2023.2200387
The calculated management of life and all that jazz: gaming quality assurance practices in English further education
Beighton, Christian and Naz, Z. 2023. The calculated management of life and all that jazz: gaming quality assurance practices in English further education. Discourse: Studies in the Cultural Politics of Education. 44 (6), pp. 844-858. https://doi.org/10.1080/01596306.2023.2192907
Spectacular disconnections 2022: from Partygate to the Schools White Paper
Beighton, C. 2022. Spectacular disconnections 2022: from Partygate to the Schools White Paper. CCCU website
Why so surprised? A very brief history of sexual harassment in schools
Beighton, C. Why so surprised? A very brief history of sexual harassment in schools .
A Chilling Debate? Cultivating free speech on campus
Beighton, C. A Chilling Debate? Cultivating free speech on campus .
A break or a lesson? Submarines, stereotypes and silent geopolitics
Beighton, C. 2021. A break or a lesson? Submarines, stereotypes and silent geopolitics. Canterbury Christ Church University.
(Un)trustworthy organisations? Implications of the Sarah Everard murder case
Beighton, C. 2021. (Un)trustworthy organisations? Implications of the Sarah Everard murder case. Canterbury Christ Church University.
Powerful knowledge? Challenging neoliberal trends in FE policy and practice
Beighton, C. and Naz, Z. 2021. Powerful knowledge? Challenging neoliberal trends in FE policy and practice . Canterbury Christ Church University.
Convergent correlationism: analyzing teacher educators’ reflection on professional practice
Beighton, Christian 2021. Convergent correlationism: analyzing teacher educators’ reflection on professional practice. Reflective Practice. 22 (6), pp. 796-808. https://doi.org/10.1080/14623943.2021.1976629
Language teaching after COVID: real world priorities
Beighton, C. and Rusbridge, I. 2021. Language teaching after COVID: real world priorities.
Biopolitics and lifelong learning: the vitalistic turn in English further education discourse
Beighton, Christian 2021. Biopolitics and lifelong learning: the vitalistic turn in English further education discourse. International Journal of Lifelong Education. 40 (3), pp. 229-243. https://doi.org/10.1080/02601370.2021.1946863
0 Sapere Aude
Beighton, C. 2021. 0 Sapere Aude .
Sapere Aude - enlightenment values and academic cancel culture
Beighton, C. 2021. Sapere Aude - enlightenment values and academic cancel culture.
Sapere Aude: Enlightenment ideas, values and slogans and academic cancel culture
Beighton, C. 2021. Sapere Aude: Enlightenment ideas, values and slogans and academic cancel culture .
Knowing narratives: challenging the spectacle of racist discrimination
Beighton, C. 2021. Knowing narratives: challenging the spectacle of racist discrimination .
Zoom fatigue: online communication platforms and technologies of the self
Beighton, C. 2021. Zoom fatigue: online communication platforms and technologies of the self.
"It’s like very white-winged”: students’ perceptions of the image and reality of Internationalisation in UK Higher Education
Kemiche, Z. and Beighton, C. 2021. "It’s like very white-winged”: students’ perceptions of the image and reality of Internationalisation in UK Higher Education . Journal for Critical Education Policy Studies. 19 (1).
Using photovoice in Participatory educational research
Barry, W. and Beighton, C. 2021. Using photovoice in Participatory educational research. in: SAGE Research Methods Cases Part 1 SAGE.
Language learning in crisis: A dangerous question?
Beighton, C. 2021. Language learning in crisis: A dangerous question? Canterbury Christ Church University.
A trip to the movies: Homo parasiticus and the question of sustainability
Beighton, C. 2021. A trip to the movies: Homo parasiticus and the question of sustainability.
Doing participatory research within diverse locations: conducting collaborative enquiry into complex environments using digital technology
Hazeldine, L. and Beighton, C. 2021. Doing participatory research within diverse locations: conducting collaborative enquiry into complex environments using digital technology. SAGE.
Scenario-based interviews: developing studies of policy and practice
Beighton, C. 2021. Scenario-based interviews: developing studies of policy and practice. SAGE.
Auto-ethnographic approaches to academic writing development: dialogue as a research tool
Beighton, C., Cobb, W. and Welland, H. Auto-ethnographic approaches to academic writing development: dialogue as a research tool. SAGE.
“A cumulative and alienating pattern of repeated slights and insults”: racism, internationalization and ethical vacuity in UK Higher Education
Beighton, C. 2020. “A cumulative and alienating pattern of repeated slights and insults”: racism, internationalization and ethical vacuity in UK Higher Education. Journal for Critical Education Policy Studies. 18 (3).
Researching academic writing: a retroductive approach
Beighton, C. 2020. Researching academic writing: a retroductive approach.
Not just playing catch-up:an agenda for social learning under COVID19
Beighton, C. 2020. Not just playing catch-up:an agenda for social learning under COVID19.
Pandemic panic: COVID and the claustropolitan university?
Beighton, C. 2020. Pandemic panic: COVID and the claustropolitan university? Canterbury Christ Church University.
Xenolexia’s positivity: the alterity of academic writing and its pedagogical implications
Beighton, C. 2020. Xenolexia’s positivity: the alterity of academic writing and its pedagogical implications . Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1819227
Theorising work-based learning: analysing interview data with deductive reasoning
Beighton, C. 2020. Theorising work-based learning: analysing interview data with deductive reasoning .
Conflict, collaboration and counterpoint: analysing iterative research techniques within the research development narrative.
Beighton, C., Cobb, W. and Welland, H. 2020. Conflict, collaboration and counterpoint: analysing iterative research techniques within the research development narrative.
Narrative of, about, and for troubled times: struggles for the good and beautiful and Pier Paulo Pasolini’s Salò
Beighton, C. 2020. Narrative of, about, and for troubled times: struggles for the good and beautiful and Pier Paulo Pasolini’s Salò .
Blow up dolls and a hammer: is there a place for social learning on the National Firearms Instructors Course?
Beighton, C. and Heath, A. 2019. Blow up dolls and a hammer: is there a place for social learning on the National Firearms Instructors Course? Top Cover: The Police Firearms Officers Association Magazine. (15).
Publish or perish? Using iterative research techniques to trouble the research development narrative.
Beighton, C., Cobb, W. and Welland, H. 2019. Publish or perish? Using iterative research techniques to trouble the research development narrative.
Analysing multimodal data in complex social spaces
Hazeldine, L., Beighton, C. and Hazeldine, G. 2019. Analysing multimodal data in complex social spaces. SAGE.
Reasoning with qualitative data: using retroduction with transcript data
Beighton, C. 2019. Reasoning with qualitative data: using retroduction with transcript data. SAGE. https://doi.org/10.4135/9781526477378
Beyond alienation: spatial implications of teaching and learning academic writing
Beighton, C. 2018. Beyond alienation: spatial implications of teaching and learning academic writing. Teaching in Higher Education. https://doi.org/10.1080/13562517.2018.1554642
Learning landscapes: prehensions of space in film and their pedagogical implications
Beighton, C. 2018. Learning landscapes: prehensions of space in film and their pedagogical implications.
Criticality, creativity... & catatonia
Beighton, C. 2018. Criticality, creativity... & catatonia.
A transversal university? criticality, creativity and catatonia in the globalised pursuit of higher education excellence.
Beighton, C. 2018. A transversal university? criticality, creativity and catatonia in the globalised pursuit of higher education excellence. in: Cole, D. and Bradley, J. (ed.) Principles of Transversality in Globalization and Education Springer.
Critical ethnography: investigating practice in police firearms training
Beighton, C. 2018. Critical ethnography: investigating practice in police firearms training. in: SAGE Research Methods Cases Part 2 SAGE.
Pedagogies of academic writing in teacher education: from epistemology to practice and back again
Beighton, C. and Blackman, A. 2017. Pedagogies of academic writing in teacher education: from epistemology to practice and back again. 3rd International Conference on Higher Education Advances, HEAd’17. 2017, pp. 169-178. https://doi.org/10.4995/HEAd17.2017.5082
Second language, literacy and teaching: teacher development to support the needs of low educated learners
Delaney, J. and Beighton, C. 2016. Second language, literacy and teaching: teacher development to support the needs of low educated learners.
Expansive learning in professional contexts: a materialist perspective
Beighton, C. 2016. Expansive learning in professional contexts: a materialist perspective. Palgrave Macmillan.
Closed circuit? Flow, influence and the liquid management of learning and skills
Beighton, C. 2015. Closed circuit? Flow, influence and the liquid management of learning and skills. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2015.1128884
A question of degree? An academic future for firearms officers
Beighton, C. and Doody, G. 2016. A question of degree? An academic future for firearms officers. Top Cover: The Journal of the Police Firearms Officers Association. 11.
Moving on? Speed, flow and the liquefaction of lifelong learning
Beighton, C. 2016. Moving on? Speed, flow and the liquefaction of lifelong learning. in: Panitsides, E. and Talbot, J. (ed.) Lifelong Learning: Concepts, Benefits and Challenges USA Nova Science Publishers.
Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning
Beighton, C. 2016. Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning. Journal of Consumer Culture. https://doi.org/10.1177/1469540515623607
Expansive learning in police firearms training: developing the interface between HE and professional learning
Beighton, C., Poma, S. and Leonard, V. 2016. Expansive learning in police firearms training: developing the interface between HE and professional learning. in: Phillips, S. and Das, D. (ed.) Change and Reform in Law Enforcement: Old and New Efforts from Across the Globe Abingdon CRC Press.
Mapping diagrams in research supervision: paths through conflicting writing practices
Beighton, C. 2015. Mapping diagrams in research supervision: paths through conflicting writing practices .
Deleuze and lifelong learning: creativity, events and ethics
Beighton, C. 2015. Deleuze and lifelong learning: creativity, events and ethics. Palgrave Macmillan.
Expansive learning in firearms training: the HE / professional learning interface
Beighton, C., Poma, S. and Leonard, V. 2014. Expansive learning in firearms training: the HE / professional learning interface. Police Practice and Research. https://doi.org/10.1080/15614263.2014.951045
Open Range – what happens when firearms training turns into Higher Education?
Beighton, C. and Poma, S. 2013. Open Range – what happens when firearms training turns into Higher Education? Top Cover: The Police Firearms Officers Association Magazine. 4, pp. 24-27.
A risky business? Taking chances in AFO training
Beighton, C. and Poma, S. 2014. A risky business? Taking chances in AFO training. Top Cover: The Police Firearms Officers Association Magazine. 6, pp. 30-31.
Payback time? Discourses of lack, debt and the moral regulation of teacher education
Beighton, C. 2014. Payback time? Discourses of lack, debt and the moral regulation of teacher education. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2014.927142
Creativity in lifelong learning: events and ethics
Beighton, C. 2013. Creativity in lifelong learning: events and ethics. PhD Thesis Canterbury Christ Church University Faculty of Education
Professionalism inside-out: expanding the interface between professionalism and learning
Beighton, C. and Poma, S. 2013. Professionalism inside-out: expanding the interface between professionalism and learning.
Beyond the Panopticon: changing gazes in ESOL
Beighton, C. 2012. Beyond the Panopticon: changing gazes in ESOL. Language Issues. 23 (2), pp. 19-31.
Qu’ en est –il de la subversion en 2011? Que faire d’un(e) air(e) du temps?
Beighton, C. 2011. Qu’ en est –il de la subversion en 2011? Que faire d’un(e) air(e) du temps? libr-critique.com.
Assessing the mess: challenges to assemblage theory and teacher education
Beighton, C. 2013. Assessing the mess: challenges to assemblage theory and teacher education. International Journal of Qualitative Studies in Education. 26 (10), pp. 1293-1308. https://doi.org/10.1080/09518398.2012.731539
A quiet revolution: expansive learning in firearms training
Beighton, C., Poma, S. and Leonard, V. 2013. A quiet revolution: expansive learning in firearms training.
Creativity and learning events
Beighton, C. 2013. Creativity and learning events.
Dosse, F., Gilles Deleuze, Félix Guattari – Biographie Croisée
Beighton, C. 2012. Dosse, F., Gilles Deleuze, Félix Guattari – Biographie Croisée. Pli: The Warwick Journal of Philosophy.
Criticality, clinicality and connectivity in education
Beighton, C. 2010. Criticality, clinicality and connectivity in education.
Joe Hughes (2008) Deleuze and the Genesis of Representation, New York: Continuum.
Beighton, C. 2010. Joe Hughes (2008) Deleuze and the Genesis of Representation, New York: Continuum. Deleuze Studies. 4 (3), pp. 437-450. https://doi.org/10.3366/dls.2010.0108
Key issues in education policy
Beighton, C. 2009. Key issues in education policy.
Success with your education research project.
Beighton, C. 2009. Success with your education research project. ESCalate/HEA.
Qualitative research in international settings
Beighton, C. 2009. Qualitative research in international settings.
Key concepts in education
Beighton, C. 2009. Key concepts in education.