Telling ghost stories with the voice of an ogre Deleuze, identity, and disruptive pedagogies
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.
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.
|Journal||Issues in Teacher Education|
|Journal citation||26 (3), pp. 111-127|
|Publisher||California Council on Teacher Education|
|Publication process dates|
|Deposited||13 Apr 2016|
|Submitted||01 Apr 2016|
|Accepted||01 Mar 2016|
|Accepted author manuscript|
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