This article investigates the forming of student teacher identities in initial teacher education. By analysing student narratives of school experiences the article argues that although reflective, reflexive and critical discourses are helpful interrogatory tools, they presuppose a prior subjectivity which fails to acknowledge the idea that it is through such discursive practices that subjectivity emerges. Such discourses also suggest an emancipatory project grounded in rationality. The article demonstrates that these reflective discourses fail to take into account non-symbolizable and non-rational aspects of experiencing that have powerful ontological effects on subjectivity and identity. Such aspects are structured in student narratives through fantasy, which allows students to understand their experiences as consistent and meaningful.

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A key aim of this article is to present a discursus on learning and teaching in the context of art education that softens transcendent historical and ideological framings of art education and its purpose. In contrast it places emphasis upon the immanence and necessary transcendence of local events of learning that occur in whatever framing and which have the potential to extend our comprehension of what art and learning can become. It recommends a ‘pedagogical reversal’ whereby external transcendent lenses and their respective knowledge and criteria for practice are relaxed and proposes a pedagogy ‘without criteria’. A key pedagogical issue revolves around ‘how something matters’ for a learner in his or her experience of a learning encounter and trying to comprehend this ‘mattering’ constitutes a pedagogical adventure for a teacher. The notion of mattering in the context of art practice and learning cannot be divorced from the force of art which is the motive force that precipitates a potential for learning and can expand our understanding of what art and learning can become. The article is therefore premised on the idea that it is not a case of coming to understand art through established knowledge and practice but the force of art challenging us to think. The force of art, or art's event, can be conceived therefore as a process with a potential for the individuation of new worlds or to see that other worlds might be possible.

This article assembles some ideas on equality and learning in relation to the notions of truth and emancipation. It considers learning as a political act, as defined by Jacques Rancière and Alain Badiou, rather than, for example, an incremental process of psychological or sociological development. Practical exemplifications will be taken from contexts of art practices and art in education, but the general argument is directed at learning and equality across all human endeavours. The article discusses the idea of the truth of learning as something which ruptures existing frameworks of practice and knowledge and ponders the kind of pedagogies we require to inform effective pedagogic action. To this end it proposes what might be termed pedagogies against the state, or pedagogies of the event, in order to respond to acts of learning that involve leaps of becoming into a new or reconfigured world.

Rhizoctonia solani may affect potato growth, yield and grade through lesions on stems and stolons and through development of black scurf on daughter tubers. R. solani inoculum can be found on seed potatoes and in the soil, although the relative importance of each inoculum source is unknown. Field studies at Parma and Aberdeen, Idaho, were conducted in 2004 and 2005 to evaluate the importance of each source of inoculum on the subsequent development of this disease. Seed of cultivars Ranger Russet (2004) and Russet Burbank (2005) was washed and sorted into three (2004) and two (2005) levels of black scurf. Prior to planting, the plots were inoculated with R. solani cultures mixed with vermiculite at low, medium and high rates. Each level of seed inoculum was planted at each level of soil inoculum. Significantly greater levels of disease on stems and stolons was consistently found on plants grown from high inoculum seed compared to low inoculum seed. However, significant effects of soil inoculum level on stem and stolon disease were rarely seen. In contrast, both seed and soil inoculum level influenced the development of black scurf on daughter tubers. The largest response to soil inoculum level was seen when seed inoculum was low.Resumen Rhizoctonia solani puede afectar el crecimiento de la papa, el rendimiento y calidad a través de lesiones en tallos y estolones y por el desarrollo de costras negras en los tubérculos producidos. El inoculo de R. solani se puede encontrar en tubérculo semilla y en el suelo, aunque se desconoce la relativa importancia de cada fuente de inoculo. Durante 2004 y 2005 se condujeron estudios de campo en Parma y Aberdeen, Idaho, para evaluar la importancia de cada fuente de inoculo en el desarrollo subsecuente de esta enfermedad. A semilla de los cultivares Ranger Russet (2004) y Russet Burbank (2005) se les lavó y agrupó en tres (2004) y dos (2005) niveles de costra negra. Antes de plantar, los lotes se inocularon con cultivos de R. solani mezclados con vermiculita a niveles bajo, medio y alto. Cada nivel de inoculo a la semilla se plantó en cada uno de los niveles de inoculo al suelo. Se encontraron consistentemente niveles significativamente mayores de enfermedad en tallos y estolones de plantas que crecieron en altos niveles de inoculo en la semilla comparados con los de niveles bajos. No obstante, raramente se vieron los efectos significativos de los niveles de inoculo en el suelo sobre la enfermedad en tallo y estolón. En contraste, ambos niveles de inoculo en semilla y suelo, influenciaron el desarrollo de la costra negra en los tubérculos generados. La mayor respuesta al nivel de inoculo en el suelo se observó cuando el nivel de inoculo a la semilla era bajo.