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    Learning to be Included

    Access Status
    Fulltext not available
    Authors
    Duff, Cameron
    Date
    2013
    Type
    Book Chapter
    
    Metadata
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    Citation
    Duff, C. 2013. Learning to be Included, in Masney, D. (ed), Cartographies of Becoming in Education: A Deleuze-Guattari Perspective, pp. 193-207. United States: Sense Publishers.
    Source Title
    Cartographies of Becoming in Education: A Deleuze-Guattari Perspective
    DOI
    10.1007/978-94-6209-170-2_15
    ISBN
    978-94-6209-168-9
    School
    Monash University
    URI
    http://hdl.handle.net/20.500.11937/49095
    Collection
    • Curtin Research Publications
    Abstract

    Inspiring consternation and praise in near equal measure, Deleuze (1995:143) once observed that “everything I’ve written is vitalistic, at least I hope it is, and amounts to a theory of signs and events”. This chapter proposes a pedagogy of signs and events, grounded in Deleuze’s vitalism and practised (or lived) according to the ethology that Deleuze derives from Spinoza. Such a pedagogy should, in turn, yield a novel ethics of the sign whereby the becomings that Deleuze (1994) regards as central to all life may be accelerated or promoted.

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