David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (2):330–345 (2008)
The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of 'becoming cyborg' in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's schizoanalytic practice in the 1950s and 1960s and, before him, the Francophone educationalist Celestin Freinet, who founded the Modern School Movement, are explored and used to illuminate examples of some of our own attempts to set the classroom up as a space for collective engagement. We conclude by exploring how this understanding of the class as subject group may be used to mobilise action and de-stabilise the coordinates of existing academic divisions of labour.
|Keywords||creativity Celestin Freinet Felix Guattari group pedagogy|
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References found in this work BETA
Bruno Latour (1993). We Have Never Been Modern. Harvard University Press.
Donna Haraway (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14 (3):575-599.
Donna Jeanne Haraway (1997). Modest₋Witness@Second₋Millennium.Femaleman₋Meets₋Oncomouse: Feminism and Technoscience. Routledge.
Félix Guattari (2000). The Three Ecologies. Continuum.
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