http://hdl.handle.net/10453/332 2013-05-20T05:55:20Z 2013-05-20T05:55:20Z Cole David http://hdl.handle.net/10453/12349 2012-06-12T00:52:46Z 2009-01-01T00:00:00Z

Deleuzian affective literacy for teaching literature: A literary perspective on multiple literacies theory Cole David Diana Masny & David R Cole This chapter will position Deleuzian affective literacy, which is a strategic intensification of the definition above, and connected to Multiple Literacies Theory (MLT) through the investigation of subjectification in linguistic desire (Masny, 2005; 2006). Deleuzian affective literacy is also a practical strategy for teaching literature.

2009-01-01T00:00:00Z Cole David http://hdl.handle.net/10453/12348 2012-06-12T00:56:01Z 2009-01-01T00:00:00Z

Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari Cole David Diana Masny & David R Cole This writing theorizes autobiographic experiences of relief teaching in inner city schools in the UK. Using the approach of Deleuze & Guattari prioritizes the qualitatively multiple aspects of experience and an analysis of the corresponding power relationships that are uncovered in the differentiation of events. Deleuze took on board the arguments of Bergson (1975) to develop his notion of the qualitative unconscious ¿ and this construction had the aim of showing how the results of rational reflection may be synthesized and applied in creative representation to expand empirical inquiry to include the imaginary. Essential to this philosophical move is the statement that the place where the index maps of the multiple come from alters their alignment and comprehension ¿ and this demonstrates the type of perpsectivism that Deleuze & Guattari have derived from Nietzsche (1956, 1961, 1968) and that has been included in feminist educational research paradigms (St. Pierre & Pillow, 2000).

2009-01-01T00:00:00Z Cole David http://hdl.handle.net/10453/11779 2012-06-12T01:03:25Z 2009-01-01T00:00:00Z

MLT as a minor poststructuralism of education Cole David Diana Masny & David R Cole When one approaches contemporary literacy studies one might feel like Kafka tackling the bureaucratic structures of 20th century European civilization. Where should one start? How can one make sense of governmental interference in literacy and societal concerns that are manipulated by politicians in order to get more votes? This chapter proposes a synthesis of the mode of poststructuralism put forward by Gilles Deleuze & Félix Guattari (1986) in their Kafka: Toward a Minor Literature, so that it is applicable to the qualitative analysis of educational data contained in MLT (Multiple Literacies Theory). This approach to using Deleuze & Guattari¿s method for literary analysis links power with language and action. The language of teachers and students in the many folds of the educational system of liberal democracies, gives insights into the structures and the relationships that they are speaking about. These perceptions are manifold, and they may be described with reference to the desires and fears of the occupants of the system and a minor poststructural philosophy.

2009-01-01T00:00:00Z Masny Diana Cole David http://hdl.handle.net/10453/11777 2012-06-12T01:01:00Z 2009-01-01T00:00:00Z

Introduction to Multiple Literacies Theory: A Deleuzian Perspective Masny Diana; Cole David Diana Masny & David R Cole This book comes at a time when literacy has perhaps been overly researched and theorized around the world. Governments are especially interested in investigating and collecting data about how their citizens become literate. One might legitimately ask the question: Why do we need more research and theory about literacy? The short answer to this question is that we do not need more information about the processes of literacy. What we do need is work that combines data with a theoretical frame that makes sense of the diverse literacy practices and complex demographics of populations through which literacy is now apparent. In poststructural terms, it could be said that literacy research is an area of `overcoding¿ (Webb, 2009). This means that the balance between signification and the content of the signification is out of phase. For example, the enormous attention that has been given to reading comprehension in educational research is incongruous with the role that reading comprehension plays in the educational process. Reading comprehension has been over-coded by outside bodies solely interested in the results of reading comprehension, i.e., literacy tests. This volume addresses this situation by going outside of the norm, and proposing a new way of conceptualizing literacy, Multiple Literacies Theory (Masny, 2006), combined with data to solidify this view.

2009-01-01T00:00:00Z