This is Not an Article: a reflection on Creative Research Dialogues (This is Not a Seminar)

Adams, Lyndall; Kueh, Christopher; Newman, Renée; Ryan, John Charles

doi:10.1080/00131857.2015.1035630

Cited by 2 publications

(2 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…See also Ingold, 2008). I was also interested in recent innovative practice that aims to trouble simplistic divisions between the subject and objects of knowledge (Adams, Kueh, Newman-Storen, and Ryan (2015)), particularly as conceived by Mulcahy and Morrison (2017), where space is perceived as a relational and affective, as well as physical entity. The idea was to create a relaxed, responsive and receptive environment of practising, as well as theorising, global citizenship.…”

Section: The Small Conferencementioning

confidence: 99%

Thinking with Deleuze and Guattari: An exploration of writing asassemblage

Hanley

2018

Educational Philosophy and Theory

View full text Add to dashboard Cite

We need to keep experimenting with writing to meet the challenges of Deleuze and Guattari's flattened ontology in the humanities. The paper reports on a small, experimental research project at a university in the northwest of England. The findings are written in an experimental mode, inspired by the Deleuze and Guattarian concept, 'assemblage'. The experiment is theorised and assessed in a non-reductive way that offers future creative possibilities to other researchers. First, the paper presents a context for the subsequent experimental writing. Some current innovative writerly practice and some theoretical and methodological standpoints are reviewed. Next, this paper presents its theorisation of 'assemblage' with particular reference to Deleuze and Guattari's use of the idea, 'double articulation'. This approach supports and justifies the author's schematisation of the textual assemblage into four areas: identity, work, territory and dissolving territory. The author explains how these ideas function within an experimental discursive text and illustrates their possible usage in the experimental text itself. Thus, this paper offers a theoretical justification, an explanation of and an assessment of experimental writing, in addition to the experimental text itself, all of which are of potential interest to researchers in the fields of education and philosophy.

show abstract

Section: The Small Conferencementioning

confidence: 99%

Thinking with Deleuze and Guattari: An exploration of writing asassemblage

Hanley

2018

Educational Philosophy and Theory

View full text Add to dashboard Cite

show abstract

“…The research employs a rather unconventional methodology, reflecting innovations in the field of education that problematise the boundaries between 'subjectively' and 'objectively' located experience (e.g. Adams, Kueh, Newman-Storen, & Ryan, 2015;Caldwell, Osborne, Mewburn, & Nottingham, 2015). Two university sessions designed for this purpose are outlined later in this article, illustrating how the tutor translated an understanding of praxis into activities supportive of practitioner research.…”

Section: Introductionmentioning

confidence: 99%

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Hanley

2017

Educational Philosophy and Theory

View full text Add to dashboard Cite

This article explores an aspect of Karl Marx's concept, praxis. Praxis is meaningful work, through which we fulfil ourselves by fulfilling others. The discussion draws on the author's work with postgraduate student teachers, where both students and author were researching their own practice. Reflecting Marx's conception of praxis as subjective fulfilment in the objective world, this activity was intended to trouble and complicate the categories 'subjective' and 'objective' , whilst enabling students to become both more autonomous and other-oriented. The intention behind this article is to develop the theoretical vocabulary of praxis available to educational researchers and practitioners. Some ideas from Lacanian psychoanalysis are introduced, followed by extensive discussion of Slavoj Žižek's concepts, 'act' and 'event' . The key argument is that in a nascent educative praxis, 'subjective' and 'objective' perspectives can be understood not as fixed points of reference, but as dual orientations on a flow of signification. These ideas are developed alongside detailed examination of two university-based research sessions with student teachers. With reference to session activities, a rationale is provided for an emerging educative praxis, in which students explore creative tensions between 'subjective' and 'objective' perspectives on school-based practice.

show abstract

This is Not an Article: a reflection on Creative Research Dialogues (This is Not a Seminar)

Cited by 2 publications

References 23 publications

Thinking with Deleuze and Guattari: An exploration of writing asassemblage

Thinking with Deleuze and Guattari: An exploration of writing asassemblage

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Contact Info

Product

Resources

About