How Do You Make a Classroom Operate Like a Work of Art? Deleuzeguattarian Methodologies of Research-Creation

Autor/inn/en	Springgay, Stephanie; Rotas, Nikki
Titel	How Do You Make a Classroom Operate Like a Work of Art? Deleuzeguattarian Methodologies of Research-Creation
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 5, S.552-572 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.933913
Schlagwörter	Classroom Environment; Classroom Techniques; Educational Research; Social Science Research; Humanities; Research Methodology; Art Activities; Grade 6; Artists; Teaching Methods; Social Influences; Knowledge Level; Interviews; Social Justice; Food; Student Projects; Political Issues; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Bildungsforschung; Pädagogische Forschung; Social scientific research; Sozialwissenschaftliche Forschung; Geisteswissenschaften; Humanwissenschaften; Research method; Forschungsmethode; Künstlerische Tätigkeit; School year 06; 6. Schuljahr; Schuljahr 06; Artiste; Artist; Künstler; Künstlerin; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Wissensbasis; Interviewing; Interviewtechnik; Soziale Gerechtigkeit; Lebensmittel; Schulprojekt; Politischer Faktor; Ausland; Kanada
Abstract	This paper engages with Guattari's query about, how to make a classroom operate like a work of art? Guattari's question is not intended to be prescriptive or dogmatic. Rather, his thinking engenders a way of thinking about art as an affective event that has the capacity to invent new relations and new ways of learning. In the first section, we attend to concepts like "objectile" and "depth perception" in order to think about difference affectively. From there we discuss Deleuze's movement-image and time-image in order to problematize humanist notions of recognition and generosity and propose a politics of experimentation that is never fully intelligible and known. In the final section, to support our claim that affect and movement are crucial to new materialist research we re-turn to a methodology of research-creation as diagrammatic, in order to further consider the implications of an enfolding, affective, moving ecology for educational research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01