David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Studies in Philosophy and Education 32 (4):379-395 (2013)
This paper uses Deleuze and Guattari’s concept of faciality to analyse the teacher’s face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an ’overcoded’ face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of signifiance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to increasing levels of surveillance from education policy makers. Through this ‘partial mapping’ new possibilities emerge to “escape the face”.
|Keywords||Faciality Teachers and teaching Deleuze and Guattari Education Subjectification Signifiance|
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References found in this work BETA
Gilles Deleuze (2005). Francis Bacon: The Logic of Sensation. Univ of Minnesota Press.
Ian Cook & Greg Thompson (2012). Spinning in the NAPLAN Ether: 'Postscript on the Control Societies' and the Seduction of Education in Australia. Deleuze Studies 6 (4):564-584.
Noel Gough (2006). Shaking the Tree, Making a Rhizome: Towards a Nomadic Geophilosophy of Science Education. Educational Philosophy and Theory 38 (5):625–645.
Citations of this work BETA
Greg Thompson & Ian Cook (2014). The Eternal Return of Teaching in the Time of the Corporation. Deleuze Studies 8 (2):280-298.
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