Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21324
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Roots and Rhizomes-Some Reflections on Contemporary Pedagogy
Authors: Munday, Ian
Contact Email: ian.munday@stir.ac.uk
Issue Date: Feb-2012
Publisher: Wiley-Blackwell
Citation: Munday I (2012) Roots and Rhizomes-Some Reflections on Contemporary Pedagogy, Journal of Philosophy of Education, 46 (1), pp. 42-59.
Abstract: During this article, I look at three images of thought which feature in Deleuze and Guattari's A Thousand Plateaus and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree-like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree-like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which flows from it. With fascicular thought, the unity, which is aborted in the object, is returned to in the subject who gains control of multiplicities. In this section I provide a reading of a Classics lesson portrayed in The Secret History by Donna Tartt and go on to focus on Ronald Barnett's contribution to a debate with Paul Standish, which features in The Blackwell Guide to the Philosophy of Education. In the third section of the article, I consider Deleuze and Guattari's third image of thought-the rhizome. Rhizomes grow by a process of cloning or lateral spreading; they do not have the central trunk of the tree, with roots and branches extending outwards from this. At the end of this section, I look at two Classics lessons that represent tree-like and rhizomatic pedagogies in turn. I attempt to enrich this discussion by providing a reading of a scene from The History Boys.
Type: Journal Article
URI: http://hdl.handle.net/1893/21324
DOI Link: http://dx.doi.org/10.1111/j.1467-9752.2011.00825.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Initial Teacher Education

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