Learning to be Included
| dc.contributor.author | Duff, Cameron | |
| dc.contributor.editor | Diana Masney | |
| dc.date.accessioned | 2017-03-15T22:02:23Z | |
| dc.date.available | 2017-03-15T22:02:23Z | |
| dc.date.created | 2017-02-24T00:09:07Z | |
| dc.date.issued | 2013 | |
| dc.identifier.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. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/49095 | |
| dc.identifier.doi | 10.1007/978-94-6209-170-2_15 | |
| dc.description.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. | |
| dc.publisher | Sense | |
| dc.title | Learning to be Included | |
| dc.type | Book Chapter | |
| dcterms.source.startPage | 193 | |
| dcterms.source.endPage | 208 | |
| dcterms.source.title | Cartographies of Becoming in Education: A Deleuze-Guattari Perspective | |
| dcterms.source.isbn | 978-94-6209-168-9 | |
| dcterms.source.place | United States | |
| dcterms.source.chapter | 18 | |
| curtin.department | Monash University | |
| curtin.accessStatus | Fulltext not available |