Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/7442
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Complicating not explicating: Taking up philosophy in learning disability research
Authors: Allan, Julie
Contact Email: j.e.allan@stir.ac.uk
Keywords: Foucault
Derrida
Deleuze
learning disaiblity
rhizome
transgression
deconstruction
Issue Date: Apr-2011
Publisher: SAGE
Citation: Allan J (2011) Complicating not explicating: Taking up philosophy in learning disability research, Learning Disability Quarterly, 34 (2), pp. 153-161.
Abstract: This article provides an introduction to some theoretical ideas and practices from the so-called “philosophers of difference” – Foucault, Derrida and Deleuze and Guattari. They afford an opportunity to think differently about the construction of learning disability and to envision new forms of learning. Two key concepts – Foucault’s transgression and Deleuze and Guattari’s rhizome – are introduced and examples from research on learning disability and other dimensions of disability are given to illustrate their potential. The theoretical practices of deconstruction, developed by Derrida, and Deleuze and Guattari’s rhizomatic analysis are also presented and exemplified. I argue that these these theoretical concepts and practices, if taken up, shift the researcher towards an ethics of research and to greater responsibility. The implications of this are discussed in the final part of the paper.
Type: Journal Article
URI: http://hdl.handle.net/1893/7442
URL: http://www.cldinternational.org/Publications/LDQ.asp
Rights: Publisher policy allows this work to be made available in this repository. Published in Learning Disability Quarterly by SAGE Publications, copyright 2011. http://www.cldinternational.org/Publications/LDQ.asp
Affiliation: Education Management and Support

Files in This Item:
File Description SizeFormat 
LDQAllanRevised.doc88.5 kBMicrosoft WordView/Open
LDQAllanRevised.pdf213.18 kBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.