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This paper begins by illustrating how the social model of disability currently dominant in emancipatory disability research projects a reality ‘out there’. Drawing on John Law’s (2004) writing on how statements are turned into taken-for-granted assumptions, we argue that the model of research exemplified by Colin Barnes (2002) stifles rather than enables the emancipatory understanding of disability. We explore how disability research might be otherwise conceived through Gilles Deleuze and Félix Guattari’s (1988, 1994) concepts of series, layers and rhizomes. We (...) |
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This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured. |
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This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question ‘what kind of life do teachers live?’ this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is compared to another desire—the desire for children. Teachers are seen as machines rather than singular organisms, so that what helps a teacher in her becoming are her connections to students. (...) |
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When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...) |
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When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend’s fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis’s book, Becoming Critical (...) |
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Recent European policy has seen a shift from a concern with lifelong learning in the Lisbon Strategy to research and innovation in the Horizon 2020 programme. Accordingly, there has been an increased policy focus on the researcher who, like the lifelong learner must be entrepreneurial, adaptable, mobile, but who must also find new ways in which to develop and deploy her skills and competences and smart solutions to current problems in order to ensure sustainability. The subject position of the researcher, (...) |
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