Desiring Machines and Nomad Spaces: Neoliberalism, Performativity and Becoming in Senior Secondary Drama Classrooms

Autor/inn/en	Lambert, Kirsten; Wright, Peter; Currie, Jan; Pascoe, Robin
Titel	Desiring Machines and Nomad Spaces: Neoliberalism, Performativity and Becoming in Senior Secondary Drama Classrooms
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 2, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1074429
Schlagwörter	Neoliberalism; Drama; Teaching Methods; Creativity; Secondary School Students; Secondary School Teachers; Adolescent Development; Self Concept; Competition; Qualitative Research; Ethnography; Semi Structured Interviews; Teacher Attitudes; Student Attitudes; Equal Education; Educational Resources; Foreign Countries; Educational Finance; Educational Quality; Public Schools; Private Schools; Educational Theories; Australia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Sekundarschüler; Selbstkonzept; Wettkampf; Qualitative Forschung; Ethnografie; Lehrerverhalten; Schülerverhalten; Bildungsmittel; Ausland; Bildungsfonds; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Private school; Privatschule; Educational theory; Theory of education; Bildungstheorie; Australien
Abstract	This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of "resistance". Drama is one subject rich with potentiality for students to strengthen their creativity and "speak back" against the neoliberal project. What our research revealed is how the drama classroom is an open, dynamic space where students can embody different identities at a critical time in their adolescent development. What is delimiting about this potentiality is the proclivity of teachers and students, as desiring machines, to conform to the dominant neoliberal culture of competitive performativity. The paper proposes that schizoanalysis offers new insights for mapping complex desire-flows and embodied identities through and against the dominant performative and heterosexist culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01