David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Robin Barrow (1976). Plato and Education. Routledge & K. Paul.
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
No citations found.
Similar books and articles
Mariko Moher, Lisa Feigenson & Justin Halberda (2010). A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices. Cognitive Science 34 (5):719-751.
Lynn Fendler (2012). The Magic of Psychology in Teacher Education. Journal of Philosophy of Education 46 (3):332-351.
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
Charles Bingham (2011). Two Educational Ideas for 2011 and Beyond. Studies in Philosophy and Education 30 (5):513-519.
Sare Fovargue (2001). Mapping Stories, Mapping Bodies. Res Publica 7 (2):183-187.
Hajime Ishihara (1992). Continuity Properties in Constructive Mathematics. Journal of Symbolic Logic 57 (2):557-565.
F. N. J. Hibberd (1983). Must an Educator Be a Model? Journal of Moral Education 12 (3):182-186.
Michalinos Zembylas (2003). Caring for Teacher Emotion: Reflections on Teacher Self-Development. Studies in Philosophy and Education 22 (2):103-125.
Shimon Edelman, Viewpoint Generalization in Face Recognition: The Role of Category-Speci C Processes.
Clinton Golding (2011). The Many Faces of Constructivist Discussion. Educational Philosophy and Theory 43 (5):467-483.
Tracie E. Costantino (2008). Teacher as Mediator: A Teacher's Influence on Students' Experiences Visiting an Art Museum. Journal of Aesthetic Education 42 (4):pp. 45-61.
Wai K. Yeap (2011). How Albot0 Finds Its Way Home: A Novel Approach to Cognitive Mapping Using Robots. Topics in Cognitive Science 3 (4):707-721.
Angus Brook (2009). The Potentiality of Authenticity in Becoming a Teacher. Educational Philosophy and Theory 41 (1):46-59.
Peter Foster (1999). 'Never Mind the Quality, Feel the Impact': A Methodological Assessment of Teacher Research Sponsored by the Teacher Training Agency. British Journal of Educational Studies 47 (4):380 - 398.
Added to index2012-11-17
Total downloads4 ( #258,452 of 1,102,700 )
Recent downloads (6 months)1 ( #296,833 of 1,102,700 )
How can I increase my downloads?