:Masculinity studies recognizes that masculinity is culturally variable, historically specific, multidimensional, and multiple. This mutability is reflected in concepts like hegemonic masculinity, hybrid masculinity, mosaic masculinities, personalized masculinities, sensual masculinity, and inclusive masculinity. Building on this idea of mutating masculinity, this paper addresses a theoretical problem acknowledged by many scholars: how to account for both the singular intimacy of lived experience and the commonality of shared social norms. In order to build a mutable model that encompasses both experience and norms (...) the paper borrows from Félix Guattari's technique of schizoanalytic cartography, which maps assemblages. This new approach to theorizing masculinity is illustrated by diagrams which map its institutional, discursive, cultural, existential, bodily, and biological aspects. (shrink)

Internationally, the research on the education of boys has sought to understand how social practices, behaviours and rituals contribute to identity construction. We are interested in approa...

In this article, we explore how a posthumanist stance has enabled us to work a different consideration of the way in which voice is constituted and constituting in educational inquiry; that is, we position voice in a posthuman ontology that is understood as attributable to a complex network of human and nonhuman agents that exceed the traditional understanding of an individual. Drawing on the work of Deleuze and Guattari, Barad, and Bennett, we present a research artifact that illustrates how this (...) posthuman voice is productively bound to an agentic assemblage. The reconfiguration of a posthuman voice with/in an educational research artifact further enables us to explore various analytic questions: What happens when voice exceeds language and is more than vocalized words emanating from a speaking subject? If the materiality of voice is not limited to sound, how do we account for it? That is, how might the materiality of voice be located in the space of intra-action among human and non-human objects? We conclude with implications for thinking qualitative methodology in education differently. (shrink)

This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A (...) conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations, inorganic matter, microorganisms, and plant/animal populations. (shrink)

Children, the image of the child, and the gendered figures of the girl and the boy are thematics that run through the work of Deleuze and feature prominently in his joint writing with Guattari. However, there are many different children in Deleuze's writings. Various child figures do distinct things in Deleuze's work. In this article, I argue that his work on children can be utilized to rethink popular, teleological notions of childhood and growing up.

This paper considers the potential of impasses within cinematic assemblages and the pedagogy of cinema to expand the possible horizons of Black queer youth. Black queerness in film provides pedagogical tools for exploring the limits of the category of queer. Both Barry Jenkins’s Moonlight and Dee Rees’s Pariah counter uncritical narratives of pathology, and are research data in their explorations of affective dimensions of gender, sexuality, race, poverty, and love through moving-images and sound. After situating the context of Moonlight, Pariah, (...) and modern-day America within readings of antiblackness and heteronormativity, we explore the pedagogical work of affect and the impasse in film to make worlds differently. Through reading the impasses within Moonlight and Pariah with these concepts, we re/view how isolation, vulnerability, Blackness, and queer feeling entangle toward investment in the possible, but largely unimaginable, futures in a moment overwhelmed by queerphobia and antiblackness. In so doing, the pedagogy of cinema employed maps our collective potential to remake our moment. (shrink)

It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as (...) a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life. (shrink)

Journal of Philosophy of Education, EarlyView.