1,721,995 research outputs found
Education and the politics of becoming
No full textThe future that Gilles Deleuze envisaged in conversation with Antonio Negri in 1990 is already upon us. Advances in digital technology have aided the universal culture of management systems being set into place throughout education, often in the name of reform and even under the title of revolution. Yet why has education become so riddled with the presence of control? What factors have led to Deleuze’s diagnosis about education becoming true
Thomas Cole & David Ross (ed.), Studies in Latin Language and Literature
No full textLiénard Edmond. Thomas Cole & David Ross (ed.), Studies in Latin Language and Literature. In: L'antiquité classique, Tome 43, fasc. 1, 1974. pp. 494-495
Deleuzian affective literacy for teaching literature : a literary perspective on Multiple Literacies Theory
No full textThis chapter will position Deleuzian affective literacy, which is a strategic intensification of the definition above, and connected to Multiple Literacies Theory (MLT) through the investigation of subjectification in linguistic desire (Masny,2005, 2006). Deleuzian affective literacy is also a practical strategy for teaching literature. Deleuzian affective literacy may be summarized by the statement of its pragmatic requirements such as affective engagement of the teacher, affective engagement of the students, advocating the pleasure in reading, extracting affective themes from the text and designing pedagogies that effectively handle the affective themes of the text
Transatlantic Negotiations for Transatlantic Rights:Why an EU-US Agreement is the Best Option for Protecting Privacy Against Cross-Border Surveillance
No full textMLT as a minor poststructuralism of education
No full textThis chapter proposes a synthesis of the mode of poststructuralism put forward by Gilles Deleuze & Felix Guattari (1986) in their Kafka: Toward a Minor Literature, so that it is applicable to the qualitative analysis of educational data contained in MLT (Multiple Literacies Theory). This approach to using Deleuze & Guattari's method for literary analysis links power with language and action. The language of teachers and students in the many folds of the educational system of liberal democracies, gives insights into the structures and the relationships that they are speaking about. These perceptions are manifold, and they may be described with reference to the desires and fears of the occupants of the system and a minor poststructural philosophy
Indexing the multiple : an autobiographic account of education through the lens of Deleuze and Guattari
No full textThis Multiple Literacies Theory chapter deals with two aspects of educational research and writing that are informed by the philosophy of Gilles De leuze & Felix Guattari ( 1984, 1987): - The ways in which autobiography may be theorized in order to understand educational practice. - The development of a matrix whereby qualitative educational multiplicities may be indexed and presented. This writing theorizes autobiographic experiences of relief teaching in inner city schools in the UK. Using the approach of Deleuze & Guattari prioritizes the qualitatively multiple aspects of experience and an analysis of the corresponding power relationships that are uncovered in the differentiation of events. Deleuze took on board the arguments of Bergson (1975) to develop his notion of the qualitative unconscious - and this construction had the aim of showing how the results of rational reflection may be synthesized and applied in creative representation to expand empirical inquiry to include the imaginary. Essential to this philosophical move is the statement that the place where the index maps of the multiple come from alters their alignment and comprehension and this demonstrates the type of perpsectivism that De leuze & Guattari have derived from Nietzsche (1956, 1961,1968) and that has been included in feminist educational research paradigms (St.Pierre & Pillow, 2000)
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