Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/28017
Title: | Deleuzian 'interference' and emergent listening in intern teacher assemblages: singing in the (ref)rain | Contributor(s): | Charteris, Jennifer (author)![]() ![]() |
Publication Date: | 2020 | Early Online Version: | 2020-02-11 | DOI: | 10.1080/09518398.2020.1717663 | Handle Link: | https://hdl.handle.net/1959.11/28017 | Abstract: | The radical 'toolbox' of Deleuze and Guattari can equip us to investigate teacher education assemblages and teacher internship becomings. Three contributions of this paper comprise: a consideration of the refrain as an agile and underutilised education research concept; emergent listening, as an emerging theoretical framework in education; and transversality as a creative approach to research analysis. Accounts of teacher education refrain where there are both 'listening-as-usual' and 'emergent listening' are investigated. Emergent listening allows epistemological and ontological selves to be produced within research assemblages. Thus, Deleuzoguattarian geophilosophy can be used to unravel territorial positionings of what it is to be an 'acceptable' and/or 'successful' intern teacher within schooling socio-politics. Refrains, illustrated as research events, demonstrate territorialisations, deterritorialisations, and reterritorialisations in intern teachers’ professional learning. The approach provides a way for teacher educators and researchers to recognise and map refrain movements and listening processes, in schooling, classroom and research assemblages. | Publication Type: | Journal Article | Source of Publication: | International Journal of Qualitative Studies in Education, 33(10), p. 1077-1088 | Publisher: | Routledge | Place of Publication: | United Kingdom | ISSN: | 1366-5898 0951-8398 |
Fields of Research (FoR) 2008: | 130103 Higher Education 130299 Curriculum and Pedagogy not elsewhere classified 130399 Specialist Studies in Education not elsewhere classified |
Fields of Research (FoR) 2020: | 390303 Higher education | Socio-Economic Objective (SEO) 2008: | 930101 Learner and Learning Achievement 930102 Learner and Learning Processes 939903 Equity and Access to Education |
Socio-Economic Objective (SEO) 2020: | 160201 Equity and access to education | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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