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Titel och upphov Teachers in nomadic spaces : Deleuze and curriculum
Utgivning, distribution etc. P. Lang , New York ; 2003 : c2003
Utgivningsår
SAB klassifikationskod
Fysisk beskrivning
Serietitel - biuppslagsform
Nummer i serie
Anmärkning: Bibliografi etc. Includes bibliographical references (p. [179]-184).
Personnamn
Term
ISBN 0-8204-6737-5 (pbk. : alk. paper) 0-8204-6737-5
Antal i kö:
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*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.
Preface p. vii Introduction Fieldwork in Theory p. 1 Induction and Retention p. 6 Constitutive Difference p. 8 A Deleuzian Approach p. 9 The Bigger Picture p. 16 Notes p. 17 Curriculum and Representation p. 19 Deleuze and Marxism p. 34 Feminisms and Deleuze p. 38 Deleuze and Psychoanalysis p. 41 Deleuze and the Poststructuralists p. 44 Deleuze and Systems Theory p. 49 Notes p. 53 An Outline of the Case Study p. 56 The Problematic p. 62 Talking to Teachers p. 64 Analytical Categories p. 72 Conclusion p. 79 Changing the Image of Thought p. 82 Curriculum as Rhizome p. 90 Micropolitics of Rhizoid Space p. 98 Curriculum, Lack and Resistance p. 101 Difference and Repetition p. 103 Grassroots Organization p. 110 Engaging Signs p. 112 Rhizome and Resistance p. 115 Conclusion p. 116 Notes p. 117 The Apprenticeship p. 119 Praxis p. 123 Case Analysis p. 132 Some Methodological Precautions p. 145 Conclusion p. 147 Notes p. 151 Becoming Nomad p. 153 Stress and Identity p. 155 Rethinking Repetition p. 156 Stress and the Simulacrum p. 158 Affect as Transition p. 159 Analysis of Case Data p. 160 Conclusion p. 165 Notes p. 168 Conclusion: The Line of the Outside p. 169 References p. 179