Tracing Lines of Flight: Implications of the Work of Gilles Deleuze for Narrative Practice

Winslade, John

doi:10.1111/j.1545-5300.2009.01286.x

Cited by 67 publications

(46 citation statements)

References 9 publications

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“…Many systems therapists currently see their stance as a collaborative one (e.g., Fraenkel, 2009;Scheinkman, 2008), encouraging clients to be participants in actively shaping the process of change. It is difficult, however, to totally eschew the ''expert'' role, somehow assigning more credence to the therapist's knowledge and coming across as knowing what is best for the client (e.g., Guilfoyle, 2003;Madsen, 2007Madsen, , 2009Winslade, 2005Winslade, , 2009.…”

Section: Systemsmentioning

confidence: 99%

Positioning Oneself Within an Epistemology: Refining Our Thinking About Integrative Approaches

Dickerson¹

2010

Family Process

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Integrative approaches seem to be paramount in the current climate of family therapy and other psychotherapies. However, integration between and among theories and practices can only occur within a specific epistemology. This article makes a distinction between three different epistemologies: individualizing, systems, and poststructural. It then makes the argument that one can integrate theories within epistemologies and one can adopt practices and some theoretical concepts across theories and across epistemologies, but that it is impossible to integrate theories across epistemologies. It further states that although social constructionism has influenced much of contemporary psychological thinking, because of the divergence between a structural and a poststructural approach, constructionism looks different depending upon one's epistemological stance. Examples of integration within epistemologies and of what looks like integration across epistemologies (but is not) further illustrate these important distinctions. The conclusions reached here are crucial to our philosophical considerations, our pedagogical assumptions, and implications for both research and a reflexive clinical practice.

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Section: Systemsmentioning

confidence: 99%

Positioning Oneself Within an Epistemology: Refining Our Thinking About Integrative Approaches

Dickerson¹

2010

Family Process

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“…This was not flying or running away; rather it was running off, as a watercourse will run off from its main source (Hamon, 2011). Lines of flight are a means of evading dominator systems of thought, a means of breaking down existing connections and power relations (Winslade, 2009) and creating new ones; a means of flowing, leaking, disappearing into the distance -reminiscent of the vanishing point that we see in some paintings and photographs (Massumi, 2013). A line of flight escapes territorialisation and, through deterritorialisation (a sudden swerve or rupture creating new lines of segmentarity) metamorphoses into something new.…”

Section: The Rhizomementioning

confidence: 99%

The rhizome: A problematic metaphor for teaching and learning in a MOOC

Mackness

Bell²,

Funes

2016

AJET

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<p>Deleuze and Guattari’s principles of the rhizome were used to inform the design of a massive open online course (MOOC), <em>Rhizomatic Learning: The Community is the Curriculum</em>, which came to be known as Rhizo14. In a previous paper about learner experiences in this course our reported findings from a qualitative survey (which enabled anonymous responses) raised concerns about the ethics of using experimental pedagogies in designing MOOCs. In this paper, we continue this research and report learners’ understandings of the rhizome as applied in Rhizo14, from what participants have told us in email interviews and from our own reflections on participation in the course. Our findings reveal that many participants could relate to and welcomed the anti-authoritarian, anti-hierarchical characteristics of the rhizome, but that knowledge and understanding of Deleuze and Guattari’s conceptual principles of the rhizome was more difficult. Lack of engagement with theory and lack of appreciation of the incompleteness and complexities of the rhizome metaphor can result in negative consequences, such as imbalances in power relations and increased vulnerability for some learners.</p>

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“…As the conversation continues, these principles emerge into generous actions, for which Jocelyn feels a sense of accomplishment. They start to constitute a line of flight (Winslade, 2009) out of the striated spaces (Deleuze & Guattari, 1987, p. 474) produced by her colleague's managerial actions. John: And usually he does.…”

Section: John: Yeah Rightmentioning

confidence: 99%

“…The first territory is focused on understanding the conflict story. The second territory involves asking questions to deconstruct the conflict story, make visible the lines of force (Deleuze, 1988;Winslade, 2009) that run through it, and loosen its authority. The third territory involves asking questions to grow a counter story (Nelson, 2001), an inquiry rooted in a reading of time as aion.…”

Section: The Process Of Conflict Coachingmentioning

confidence: 99%

Narrative Conflict Coaching

Pangborn¹

2015

NCETP

Self Cite

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KeywordsConflict coaching, conflict resolution, narrative, care of the self, event, chronos, aion, counter story Conflict coaching is a relatively new concept, derived from the domain of executive coaching. The concept has gained a foothold in the conflict resolution literature. There have been references made to a narrative practice of conflict coaching but it has not been articulated as fully as it might be. Here we seek to describe such a practice in relation to Foucault's concept of the care of the self and Deleuze's concept of the event.We also outline Deleuze's approach to the reading of time as chronos and aion and show how these different readings might be put to use. A set of guidelines for narrative conflict coaching are proposed and transcribed conversation is provided as a case study to illustrate the process in action. In this conversation, the conflict coach asks questions which lead the client through an exploration of the series of events that make up the conflict story, the externalizing and deconstructing of this conflict story, and the opening of a counter story as a basis for the client's preferred future conduct in relation to the conflict.

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Tracing Lines of Flight: Implications of the Work of Gilles Deleuze for Narrative Practice

Cited by 67 publications

References 9 publications

Positioning Oneself Within an Epistemology: Refining Our Thinking About Integrative Approaches

Positioning Oneself Within an Epistemology: Refining Our Thinking About Integrative Approaches

The rhizome: A problematic metaphor for teaching and learning in a MOOC

Narrative Conflict Coaching

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