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dc.contributor.authorMunday, Ianen_UK
dc.description.abstractDuring 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.en_UK
dc.relationMunday I (2012) Roots and Rhizomes-Some Reflections on Contemporary Pedagogy. Journal of Philosophy of Education, 46 (1), pp. 42-59.
dc.rightsThe 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.en_UK
dc.titleRoots and Rhizomes-Some Reflections on Contemporary Pedagogyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[Munday_JPE 2012.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.jtitleJournal of Philosophy of Educationen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorMunday, Ian|en_UK
local.rioxx.projectInternal Project|University of Stirling|
local.rioxx.filenameMunday_JPE 2012.pdfen_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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