David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 44 (1):79-92 (2010)
This paper begins by illustrating how the social model of disability currently dominant in emancipatory disability research projects a reality ‘out there’. Drawing on John Law's (2004) writing on how statements are turned into taken-for-granted assumptions, we argue that the model of research exemplified by Colin Barnes (2002) stifles rather than enables the emancipatory understanding of disability. We explore how disability research might be otherwise conceived through Gilles Deleuze and Félix Guattari's (1988, 1994) concepts of series, layers and rhizomes. We suggest that by engaging with the intensities offered by the research, instead of standing aloof from them, the researcher can expose herself to new possibilities of understanding disability. Research is rethought as becoming through engagement with intensities rather than as interpretation of a pre-existent reality out there
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References found in this work BETA
James Brusseau (1998). Isolated Experiences: Gilles Deleuze and the Solitudes of Reversed Platonism. State University of New York Press.
Gilles Deleuze (1994). Difference and Repetition. Athlone Press.
Naomi Hodgson & Paul Standish (2006). Induction Into Educational Research Networks: The Striated and the Smooth. Journal of Philosophy of Education 40 (4):563–574.
Citations of this work BETA
Marianna Papastephanou (2013). Philosophy, Kairosophy and the Lesson of Time. Educational Philosophy and Theory 46 (7):1-17.
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