Becoming an Inclusive Educator: Applying Deleuze &amp; Guattari to Teacher Education

McKay, Loraine; Carrington, Suzanne; Iyer, Radha

doi:10.14221/ajte.2014v39n3.10

Cited by 18 publications

(12 citation statements)

References 44 publications

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“…This implies that PETE is not some standardized entity, but rather, a component part of a unique, circumstantially bound, and un-reproducible assemblage that also links with developments in schooling, the nature of the PE field, and conceptions of professional teacher. As such, PETE and its associated practices, is fluid and never completed (McKay, Carrington, and Iyer 2014). Finally, emergence is normatively governed.…”

Section: Pete As Socio-political Assemblagementioning

confidence: 99%

How PETE comes to matter in the performance of social justice education

Ovens

Flory

Sutherland

et al. 2018

Physical Education and Sport Pedagogy

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Background: For over four decades there have been calls for physical education (PE) and physical education teacher education (PETE) to address social inequality and foster social justice. Yet, as numerous studies demonstrate, attempts to educate for social justice in PETE are infrequent and rarely comprehensive. This raises the question why it appears to be possible in some situations but not others, and for some students and not others.

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Section: Pete As Socio-political Assemblagementioning

confidence: 99%

How PETE comes to matter in the performance of social justice education

Ovens

Flory

Sutherland

et al. 2018

Physical Education and Sport Pedagogy

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“…Literature informed by diverse theories including the work of feminists, post-colonial scholars, queer theorists, and others operating from sociological and anti-essentialist backgrounds (for some example see Bell, 2016;Francis et al, 2017;Keddie, 2012;McKay, Carrington, & Iyer, 2014;Rogers et al, 2014;Uptin, Wright, & Harwood, 2013) has consistently demonstrated that teacher threshold knowledge (Martino et al, 2004)-what teachers know and can do as a result of their teacher education, and the assumptions they hold about their students-can have a direct impact upon their students' achievements.…”

Section: Literature Strand 2: Student Diversity and Teacher Educationmentioning

confidence: 99%

Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project

Rowan¹,

Kline²,

Mayer³

2017

AJTE

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“…There is growing interest in the application of Deleuzoguattarian theory to teacher education (McKay, 2013;McKay, Carrington & Iyer, 2014;Reilly, 2014). Thinking with rhizome theory (Deleuze & Guattari, 1987), we explore how teachers can engage in embodied encounters during peer coaching CPD sessions.…”

Section: Rhizomatic Cpdmentioning

confidence: 99%

Professional learning as ‘diffractive’ practice: rhizomatic peer coaching

Charteris

Smardon

2016

Reflective Practice

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Acknowledging an abundance of technicist models for teacher continuing professional development (CPD), the authors draw from Deleuzoguattarian theory to frame peer coaching as rhizomatic practice. Rhizome theory enables engagement with the creative breaks and departures in peer coaching assemblages. Agentic and innovative teacher learning can occur when teachers can take lines of flight to think differently about their teaching practices. Deleuzoguattarian notions of rupturous lines signal teacher-generated possibilities for new initiatives. Located in an Aotearoa/New Zealand facilitated inquiry CPD context, the article explores how nine teachers engaged in a formal process of collaborative dialogue. A rhizomatic approach to dialogue encompasses a dynamic view of teacher learning. Openness to emergence can enable educators to theorise pedagogy creatively to potentiate a multiplicity of pathways forward.

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Becoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education

Cited by 18 publications

References 44 publications

How PETE comes to matter in the performance of social justice education

How PETE comes to matter in the performance of social justice education

Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project

Professional learning as ‘diffractive’ practice: rhizomatic peer coaching

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