Thinking beyond Student Resistance: A Difficult Assemblage in Teacher Education

Autor/inn/en	Lanas, Maija; Huuki, Tuija
Titel	Thinking beyond Student Resistance: A Difficult Assemblage in Teacher Education
Quelle	In: European Journal of Teacher Education, 40 (2017) 4, S.436-446 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1349094
Schlagwörter	Feminism; Teacher Education; Teacher Student Relationship; Educational Philosophy; Affective Behavior; Emotional Response; Teaching Methods; Violence; Power Structure; Peer Relationship; Controversial Issues (Course Content); Bullying; College Faculty; Teacher Attitudes; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Feminismus; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Gewalt; Peer-Beziehungen; Controversial issues; Kontroverse; Mobbing; Fakultät; Lehrerverhalten; Ausland; Finnland
Abstract	This paper draws on feminist new materialist, poststructuralist and post-human theories to rethink discomforting moments when engaging with sensitive topics in teacher education. It is argued that the common approach to such events--as instances of student resistance or pedagogical failures--is both simplistic and problematic, and that a more holistic and in-depth approach is needed. Inspired by Deleuze and Guattari's ideas of assemblage and affect, our aim here is to re-theorise an instance of such an event in an attempt to make visible how place, space, objects, emotion, affect and history entangle in predictable and unpredictable ways in teacher education. The aims of the paper are to propose new ways of engaging with discomfort in teacher education and, secondly, to introduce post-human approaches in the field of teacher education, where they are underrepresented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01