TY - JOUR
T1 - How do you make a classroom operate like a work of art? Deleuzeguattarian methodologies of research-creation
AU - Springgay, Stephanie
AU - Rotas, Nikki
N1 - Publisher Copyright:
© 2014, © 2014 Taylor & Francis.
PY - 2015/5/28
Y1 - 2015/5/28
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84929028927&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84929028927&partnerID=8YFLogxK
U2 - 10.1080/09518398.2014.933913
DO - 10.1080/09518398.2014.933913
M3 - Article
AN - SCOPUS:84929028927
SN - 0951-8398
VL - 28
SP - 552
EP - 572
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 5
ER -