Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari

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dc.contributor.author Cole, David en_US
dc.contributor.editor Diana Masny & David R Cole en_US
dc.date.accessioned 2010-06-17T04:36:55Z
dc.date.available 2010-06-17T04:36:55Z
dc.date.issued 2009 en_US
dc.identifier 2009000165 en_US
dc.identifier.citation Cole David 2009, 'Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari', in NA (ed.), Sense Publishers, Rotterdam, pp. 119-133. en_US
dc.identifier.issn 9789087909093 en_US
dc.identifier.other B1 en_US
dc.identifier.uri http://hdl.handle.net/10453/12348
dc.description.abstract 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). en_US
dc.language en_US
dc.publisher Sense Publishers en_US
dc.relation.isbasedon NA en_US
dc.title Indexing the multiple: An Autobiographic account of education through the lens of Deleuze & Guattari en_US
dc.parent Multiple Literacies Theory: A Deleuzian Perspective en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Rotterdam en_US
dc.identifier.startpage 119 en_US
dc.identifier.endpage 133 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 200400 en_US
dc.personcode 104016 en_US
dc.percentage 100 en_US
dc.classification.name Linguistics en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords NA en_US
dc.staffid en_US
dc.staffid 104016 en_US


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