|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Complicating not explicating: Taking up philosophy in learning disability research|
|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.|
|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|
|LDQAllanRevised.doc||88.5 kB||Microsoft Word||View/Open|
|LDQAllanRevised.pdf||213.18 kB||Adobe PDF||View/Open|
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