Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari

Cole, DR

Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari

Cole, DR

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Publisher:: Sense Publishers
Publication Type:: Chapter
Citation:: Multiple Literacies Theory: A Deleuzian Perspective, 2009, 1, pp. 119 - 133
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Cole, DR	en_US
dc.contributor.editor	Masny, D	en_US
dc.contributor.editor	Cole, DR	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Multiple Literacies Theory: A Deleuzian Perspective, 2009, 1, pp. 119 - 133	en_US
dc.identifier.isbn	9789087909093	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12348
dc.description.abstract	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 Deleuze & Guattari have derived from Nietzsche (1956, 1961, 1968) and that has been included in feminist educational research paradigms (St. Pierre & Pillow, 2000).	en_US
dc.publisher	Sense Publishers	en_US
dc.relation.ispartof	Multiple Literacies Theory: A Deleuzian Perspective	en_US
dc.title	Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari	en_US
dc.type	Chapter
utslib.location	Rotterdam	en_US
utslib.for	2004 Linguistics	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Rotterdam	en_US

Abstract:

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 Deleuze & 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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http://hdl.handle.net/10453/12348