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  1. The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis.Greg Thompson & Ian Cook - 2013 - Educational Philosophy and Theory 45 (3):243-258.
    This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning ‘good teaching’. Using Deleuze’s concepts of series, events, copies and (...)
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  • Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces.Jennifer Charteris, Dianne Smardon & Emily Nelson - 2017 - Educational Philosophy and Theory 49 (8).
    An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new (...)
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  • Postscript on the empire of control.Greg Thompson - 2022 - Educational Philosophy and Theory 54 (7):974-982.
    This paper maps Hardt and Negri’s use of Deleuze philosophical commitment to the control society as a temporal phenomena in the context of education. Education is important because it is pushed and pulled by those vectors that Hardt and Negri see as central tensions in late capitalism: localism vs globalisation, discipline vs control, codes vs axioms, metrics vs expertise and so on. In Empire, Hardt and Negri represent Empire as a form of governance that responds to the passing from disciplinary (...)
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  • Mapping Teacher-Faces.Greg Thompson & Ian Cook - 2012 - Studies in Philosophy and Education 32 (4):379-395.
    This paper uses Deleuze and Guattari’s concept of faciality to analyse the teacher’s face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an ’overcoded’ face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of signifiance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to (...)
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  • Education and the Relation to the Outside: A Little Real Reality.David Savat & Greg Thompson - 2015 - Deleuze and Guatarri Studies 9 (3):273-300.
    One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame (...)
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  • Affective Teaching for Effective Learning: A Deleuzian pedagogy for the (corporate era and) Chinese context.David H. Fleming - 2014 - Educational Philosophy and Theory 46 (10):1160-1173.
    In this article I explore the pedagogical value of Gilles Deleuze and Félix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students' learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze (...)
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