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Teachers in nomadic spaces : Deleuze and curriculum
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  • Eab
Main Entry - Personal Name
Title Statement
  • Teachers in nomadic spaces : Deleuze and curriculum
Publication, Distribution, etc. (Imprint)
  • P. Lang , New York ; 2003 : c2003
  • 2003
  • Språk: Engelska.
SAB Classification Code
Physical Description
  • vi, 184 p. : 23 cm.
Series Statement/Added entry--Title
  • v. 5
Bibliography, etc. Note
  • Includes bibliographical references (p. [179]-184).
Subject - Personal Name
Subject - Topical Term
ISBN
  • 0-8204-6737-5 (pbk. : alk. paper)
  • 0-8204-6737-5
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  • 0 (0)
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*008110824s2003    xxu    |      000 0 eng||
*020  $a0-8204-6737-5 (pbk. : alk. paper)
*020  $a0-8204-6737-5
*035  $a(Ko)33177
*040  $dDLC$dDLC$dDLC
*084  $aEab
*1001 $aRoy, Kaustuv
*24510$aTeachers in nomadic spaces :$bDeleuze and curriculum  /$cKaustuv Roy
*260  $aNew York ;$a2003 :$bP. Lang ,$cc2003
*300  $avi, 184 p.  :$c23 cm.
*440  $aComplicated conversation  ;$vv. 5
*504  $aIncludes bibliographical references (p. [179]-184).
*60014$aDeleuze, Gilles,$d1925-1995
*650 4$aundervisning
*650 4$aFilosofi
*650 4$aLärare och elever
*650 4$aEducation$0(DLC)sh 85040989
*650 4$aPhilosophy.
*650 4$aPostmodernism and education.
*650 4$aCurriculum change.
*650 4$aTeacher-student relationships.
*650 4$aTeacher-student relationships
*697  $cPedagogisk metodik
*8520 $hEab
*950  $aBarn och vuxna
*950  $aLärare och elever
*950  $aUndervisning
*950  $aLärare och elever
*950  $aElever och lärare
*950  $aLärare och elever
*950  $aElev-lärarrelationer
*950  $aLärare och elever
*950  $aLärare-elevrelationer
*950  $aLärare och elever
^
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Teachers in Nomadic Spaces is fieldwork in curriculum theory, weaving vital strands of Gilles Deleuze's constructivist philosophy into a case study of teacher induction and becoming in an urban innovative school. Releasing the productive power of difference, it allows us to see the pedagogical potential of irregular (nomadic) spaces and thereby to obtain release from the Platonic pincer-hold of curriculum as recovery and representation. This book offers a conceptual mode for recomposing ourselves into new expressions in education by means of semiotic and affective experimentation, and will appeal to teachers, teacher educators, curriculum developers, those interested in urban issues in education, and Deleuzians.

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