Bush Tracks - Transience and Teaching: Place and the New Psychoanalytic Sociologies of Teaching: Paper 4 of the Bush Tracks Symposium

Title
Bush Tracks - Transience and Teaching: Place and the New Psychoanalytic Sociologies of Teaching: Paper 4 of the Bush Tracks Symposium
Publication Date
2006
Author(s)
McConaghy, Cathryn Elizabeth
Graham, Lorraine
Bloomfield, Dianne Margaret
Miller, Judith Anne
( author )
OrcID: https://orcid.org/0000-0003-3098-6504
Email: jmiller7@une.edu.au
UNE Id une-id:jmiller7
Paterson, David Leonard
Lloyd, Linley
( author )
OrcID: https://orcid.org/0000-0001-7714-1213
Email: lcornis2@une.edu.au
UNE Id une-id:lcornis2
Jenkins, Kathryn Ann
( author )
OrcID: https://orcid.org/0000-0002-5936-1391
Email: kjenkins@une.edu.au
UNE Id une-id:kjenkins
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Hardy, Joy
Noone, Genevieve
( author )
OrcID: https://orcid.org/0000-0001-9663-2675
Email: gnoone2@une.edu.au
UNE Id une-id:gnoone2
Editor
Editor(s): Peter L Jeffery
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
Australian Association for Research in Education (AARE)
Place of publication
Melbourne, Australia
UNE publication id
une:2104
Abstract
Ask any teacher about their life as a teacher and they will begin with their experience of place. 'First I taught there and then I moved there', the matter of time often hazy or more peripheral to the story of place. As Deleuze and Guattari (1987) argue, becomings are matters of geography more than history, our lives punctuated by entries and exits and the challenges of territorialisation and displacement. Becoming is a dynamic of space and place. Swept up by or leaping in to the flow, we move across the folds of the map rather than occupying its fixed points. Teacher-becoming, in a Deleuzian sense, is a series of lines of flight, journeys through both exterior and interior spaces. The rural sociologist Urry (2000) suggests that the rate of flow, the volume of movements – of people, things and ideas – is more a feature of the current century than previous. Tied up with the commodification of things, space produces and consumes objects, including teachers. Hence through Deleuze's social geography and Urry's mobility sociology it is possible to reframe the notion of teacher movements in new ways, not as a problem for education, but an increasing phenomenon linked with teacherliness in the contemporary era.
Link
Citation
AARE Conference Papers, v.2005, p. 1-15
ISSN
1324-9320
Start page
1
End page
15

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