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)orcid ; Nye, Adele  (author)orcid ; Jones, Marguerite (author)
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, p. 1-12
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1366-5898
0951-8398
Field of Research (FOR): 130103 Higher Education
130299 Curriculum and Pedagogy not elsewhere classified
130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Objective (SEO): 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
939903 Equity and Access to Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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