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
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