Policy Futures in Education
ISSN 1478-2103

CONTENTS [click on author's name for abstract and full text]

Deleuze’s Pedagogies as a Theory of ‘Bildung’: becoming-pedagogue and the concept of a new school

OLAF SANDERS Faculty of Human Sciences, University of Cologne, Germany

http://dx.doi.org/10.2304/pfie.2011.9.4.454

This article argues that Deleuze and Deleuze and Guattari’s later works can be read as a theory of ‘Bildung’ with Deleuze’s three pedagogies as important ‘knots’. ‘Bildung’ happens in refrains. The article finally sketches the outline of an imaginary school based on Deleuzian philosophy. The discussions with local politicians regarding the founding of this school are now in progress.

‘Pedagogy of Perception’: notes on Film-Bildung with Deleuze

MANUEL ZAHN Department of Educational Science, University of Hamburg, Germany

http://dx.doi.org/10.2304/pfie.2011.9.4.465

If one looks at the German educational debate on media, one can find a broad interest in film and its implicit formative (bildenden) effects on its spectator. But despite this increased awareness of the importance of audiovisual media arrangements for individual formation (Bildung), almost all of the theoretical perspectives on this phenomenon still argue in a ‘Kantian tradition’ with a given and autonomous subject. In this article the author suggests another, aesthetic, perspective that focuses on the complex relations between the film and its spectator, listener or ‘reader’; namely, the film experience. The research questions are: what are the pedagogical implications of film? Or is there something like a filmic ‘pedagogy of perception’ as Deleuze claims? Which kinds of perception, affection, thinking or action are offered by the film experience? Or, which individuation generates the film experience? The article also presents a short outline of the author’s current research project, where I am thinking about Bildung, in reference to Gilles Deleuze, as Film-Bildung, which is a becoming concept of Bildung that draws a line of flight between an encyclopaedic and a technical conceptualisation of Bildung.

Babies, Music and Gender: music playschools in Finland as multimodal participatory spaces

TARU LEPPÄNEN Department of Gender Studies, University of Turku, Finland

http://dx.doi.org/10.2304/pfie.2011.9.4.474

Studies of education and childhood studies in general tend to focus on the experiences and cultures of toddlers and school-age children. The experiences and cultures of babies and infants are often excluded from the scope of the studies of children. In Gilles Deleuze’s (and Félix Guattari’s) thinking, a child, and especially a baby or an infant, is essential in the processes of becoming. This article explores the concept of musicking to grasp the lines of flight and ruptures at music playschool lessons for babies, aiming to rethink and reconceptualise the meanings of music in this setting. Theoretically and methodologically, the article is situated within Deleuzian feminisms. Enjoyment is possible for babies and adults at music playschool lessons, when the lines of flight release the participants from conventional ways of experiencing and making music. These lessons allow babies and adults to take pleasure in the form of musicking. At these lessons, the concept of music is deterritorialised, because musicking creates a space that includes multiple senses.

Bringing Deleuze’s Philosophy into Discourse on Values Education and Quality Teaching: an Australian model

INNA SEMETSKY & TERENCE LOVAT School of Education, University of Newcastle, Australia

http://dx.doi.org/10.2304/pfie.2011.9.4.485

The article examines the Australian national program of values education via the lens of Deleuze’s philosophy. It argues that it is teachers with a genuine level of self-knowledge who can create the conditions conducive to best practice in schools. Both theoretically and empirically, quality teaching has demonstrated the power of the affective dimension exceeding cognitive knowledge of facts alone. Through an experiential approach to self-formation, we understand that values are implicit in practical life and that our knowledge of them – the core of values-education – lies in the ability to participate in the unfolding experiences.

Multiple Literacies Theory: exploring futures

DIANA MASNY Faculty of Education, University of Ottawa, Ottawa, Canada

http://dx.doi.org/10.2304/pfie.2011.9.4.494

This article focuses on the contributions of philosophy, art and science to education through the conceptual, theoretical, and methodological usefulness of a Deleuze–Guattarian conceptual framework that informs multiple literacies theory (MLT). Education lends itself to Deleuze’s notion of connecting and creating through philosophy, art and science. How do they come together and connect in education and with MLT? Accordingly the first part focuses on some key concepts related to MLT. The second part presents MLT. The third part centres on vignettes from a two-year study involving multilingual children acquiring multiple writing systems simultaneously. The fourth part brings together possible lines of flight as rhizomatic connections in order to consider what MLT offers as a concept for educational future.

Deleuzian Experimentations in Canadian Immigrant Language Education: research, practice, and policy

MONICA WATERHOUSE Faculty of Education, University of Ottawa, Canada

http://dx.doi.org/10.2304/pfie.2011.9.4.505

Undertaking Deleuzean experimentations in educational research requires a transformation of what it is to do research. After describing one such becoming, this article considers the potentialities of Multiple Literacies Theory (MLT), which draws on concepts created by Deleuze and Deleuze and Guattari, for thinking differently about policy and practice in a federally-funded adult immigrant language program in Canada. A rhizoanalytic cartography of vignettes selected from a qualitative study conducted in two immigrant language classrooms focuses on teacher and student perceptions of being and becoming-Canadian in a multicultural context. Viewed through the lens of MLT, this rhizoanalysis suggests that there is much more going on in the program than its mandate to ‘orient newcomers to the Canadian way of life’ might imply. The article goes on to discuss potential lines of flight in adult immigrant language programs for the transformation of policy and practice.

Educating Gnosis/Making a Difference

INNA SEMETSKY School of Education, University of Newcastle, Australia JOSHUA A. DELPECH-RAMEY Department of Philosophy, Haverford College, USA

http://dx.doi.org/10.2304/pfie.2011.9.4.518

The emergent field of Educational Futures has its beginning in futurology as a relatively new constellation of disciplines having a strong impact on policy in the form of foresight, scenario planning, and new utopian thinking. This article specifically focuses on Gilles Deleuze’s unorthodox approach to epistemology as future-oriented and creative and emphasizes his attention to experimental and experiential becomings. While educational system is traditionally limited to acquiring the factual knowledge of the external world, inner knowledge or Gnosis is not addressed in a habitually secular context. In contrast to the prevailing episteme, this article positions Gnosis within the universal science of life, mathesis. The political impulse of Deleuze’s thoughts on mathesis is related to new educational leaders as ‘people to come’.

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