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91.
Dillon Landi 《Physical Education & Sport Pedagogy》2018,23(1):1-15
Background: Physical education has historically been a repressive place for queer persons. Since physical education spaces are predominantly heteronormative, research on sexual identity management has shown lesbian teachers often try to ‘pass’ as straight or distance themselves from their sexualities. There has been no research to date that examines the experiences of queer male physical educators.
Purpose: The purpose of this paper is to use Deleuzo-Guattarian theory to reflect on my affective experiences as a queer male physical educator. A secondary goal is to transcend binary theorising that has shaped previous research in the field.
Design and Analysis: This paper uses autoethnographic examination to analyse experiences as a queer male physical educator. Data consists of narratives from my first year as a physical educator. These narratives are analysed using Deleuzo-Guattarian theory to map their affective implications.
Conclusion: I conclude the paper by reflecting on and recommending several initiatives that can help shift our field toward a Queer Inclusive Physical Education. 相似文献
92.
Barbara Jenkins 《Journal of Cultural Economy》2019,12(1):21-35
The recent implementation of various guaranteed basic income (GBI) trials presents an opportunity to consider how such policies should be evaluated. If past experience is any guide, they will be judged primarily on the basis of quantitative factors such as cost and labour market impact. While these considerations remain relevant, some of the most transformative aspects of a GBI will happen at the ‘aesthetic’ level of affect, sensibilities, and attitudes. Using an ethico-aesthetic approach drawing on the work of Foucault, Guattari, Deleuze, and Lazzarato, I examine the dynamic, interactive impact a GBI could have on conceptions of work, welfare and gender. I argue that a GBI can be a key component of a new aesthetic of existence based on a critical ethics of self care. 相似文献
93.
Teija Löytönen 《International Journal for Academic Development》2017,22(3):231-244
This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze’s philosophy of difference, which allows for a movement beyond educational certainties that might sometimes limit developmental efforts in higher education. With the intersection of artistic-pedagogical processes and theoretical investigations, the paper aims to imagine potentialities for thinking and doing otherwise in educational development. Thus, this paper strives to become open toward expanding difference and creation within educational development processes. 相似文献
94.
This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations. 相似文献
95.
生成-动物作为德勒兹生成理论的一项具体实践,是德勒兹哲性诗学和文学批评中的重要概念,同时也是他反对西方传统的同一性和存在理念的有力工具。它通过物质身体对异质项的感知,生产出人与动物之间的解辖域化倾向,挑战了二元对立的权力机制。从这一角度而言,\"生成-动物\"被赋予了鲜明的政治色彩,暗示了由强势群体向弱势他者的政治生成,并成为引领弱势群体体认并反抗权力压迫的方式,呈现出后现代语境中差异化和多元化的价值取向,为当下的现实政治及文化思考提供了借鉴与启示。 相似文献
96.
Lisa A. Mazzei 《International journal of qualitative studies in education》2013,26(6):732-740
In keeping with the editor’s call for this special issue, this paper discusses how a posthumanist stance has enabled me to materialize a different conception of the interview and interview data in postqualitative inquiry. More specifically, I am thinking with Deleuze and Guattari’s concept, the Body without Organs, one they use to enact thinking without a subject and to liberate thought from overcoded images in order to confront a reliance on objects or material representations to understand and explain. Using this concept, I theorize a Voice without Organs (VwO) as a voice that does not emanate from a singular subject but is produced in an enactment among research-data-participants-theory-analysis. The article concludes with an analysis of data from a recent interview project that illustrates how VwO is both produced by and producing different knowledge and suggests implications for thinking interviewing and interview data differently. 相似文献
97.
David Harris 《Open Learning》2016,31(3):219-232
Personal experience participating in a Community Massive Open Online Course (cMOOC) discussing rhizomatic education (Rhizo15) helped to ground some of the theoretical issues connected with trying to ‘apply’ Deleuzian work to education. Notions of connectivity and community as a learning resource are compared with the more abstract notion of a rhizome as an n-dimensional network in Deleuze and Guattari; a Deleuzian critique of objectivism is seen as transcending the persistent dualism of objectivity and subjectivity; Deleuzian critique of consensual thinking is seen to be relevant to a perceived problem with ‘group think’. A brief account of Semetsky’s ‘learning paradox’ leads to discussion of the suitability of the cMOOC structure for handling challenging material: participation, solidarity and engagement are encouraged, but opportunities are limited to pursue demanding and disciplined readings of Deleuzian work by excluding the positive and enlightening aspects of pedagogic authority. An example from debates on concept maps shows some neglected possibilities. 相似文献
98.
《Journal of International and Intercultural Communication》2013,6(4):290-308
Abstract In this essay, I sketch a performative, constitutive theory of difference that avoids the major trappings of this discussion in current communication scholarship. Building from Gilles Deleuze and Judith Butler, I argue that by focusing on difference in intercultural communication scholarship we can, as a discipline, create more complex understandings of people in cultural contexts. I first examine how difference has been written in communication scholarship. Second, I offer a reading of Deleuze and Butler who, together, provide the grounding for seeing the repetition of difference as political and contingent ontology. I conclude by examining an everyday context, showing how intercultural communication scholarship can benefit from this kind of analysis. 相似文献
99.
《Educational Philosophy and Theory》2013,45(10):1088-1102
This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Rancière. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Rancière's notion of dissensus to work by exploring it in relation to a social movement and hunger strike organized for educational justice in Chicago's Little Village neighborhood. This serves as a context for understanding how educational provisions are linked to the aesthetic distribution of perception within the neoliberal city. It also serves as a powerful example of how these orders of perception are resisted and subverted at the local level by aesthetic and affective means. Through the Little Village hunger strike the essay argues that while Rancière allows us to recognize the aesthetic dimensions of the political, he falls short in addressing tactical and/or affective considerations. The essay concludes by seeking to extend the critical efficacy of Rancière's dissensus through a rendering of tactical affect within Deleuzian metaphysics. 相似文献
100.
《Educational Philosophy and Theory》2013,45(8):892-903
This article proffers a critical reading of multiliteracy pedagogy and a materialism of the multimodal and machinic. A critical stance is taken against the mesmerising modes of representation that run rampant across our ocular territories. The article assesses the dangers of fetishizing technologies. To this end, Multiple Literacies Theory (MLT) is read through a Guattarian theoretical prism to emphasise four chief points: (1) the role of the unconscious, (2) the role of affect (affectus in the Spinozian sense; contrary to feeling which immobilises, affect moves us), (3) the apparent becoming cyborg of the human race and (4) the desire to desire repression. The author contends that while qualitative multiplicities play a central role for MLT, it is neither inconsistent nor contradictory to consider the role of the machinic in greater detail. It is argued that more research must be directed into the cartographic, ethological and noological mechanisms at work in plastic universes of reference (new technologies and the arts) which transform the virtual and transfigure the dynamic of affect. 相似文献