Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice

Studying Teacher Education

Volumn 9, Issue 3, 2013, Pages 219-235

  Strom, Kathryn J ^a   Martin, Adrian D ^a  

^a MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

rhizomatics; self study; social justice; teacher education

Indexed keywords

EID: 84887118671     PISSN: 17425964     EISSN: 17425972     Source Type: Journal    
DOI: 10.1080/17425964.2013.830970     Document Type: Article

References (75)

1. Albrecht-Crane, C. (2003). An affirmative theory of desire. Journal of Advanced Composition, 23, 563-598.
2. Albrecht-Crane, C., & Slack, J. (2003). Toward a pedagogy of affect. In J.Slack (Ed.), Animations of Deleuze & Guattari (pp. 191-216). New York, NY: Peter Lang.
3. Alvermann, D. E. (2000). Researching libraries, literacies, and lives: A rhizoanalysis. In E.St. Pierre & W.Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 114-128). New York, NY: Routledge.
4. Anyon, J. (2005). Radical possibilities. New York, NY: Routledge.
5. Apple, M., & Beane, J. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.
6. Au, W. (2008). Unequal by design: High stakes testing and the standardization of inequality. New York, NY: Routledge.
7. Au, W., Karp, S., & Bigelow, B. (2007). Rethinking our classrooms: Teaching for equity and justice (Rev. ed.). Milwaukee, WI: Rethinking Schools.
8. Ayers, W., Hunt, J. A., & Quinn, T. (1998). Teaching for social justice: A democracy and education reader. New York, NY: New Press.
9. Banks, J. (1994). An introduction to multicultural education. Needham Heights, MA: Allyn & Bacon.
10. Banks, J. (2004). Teaching for social justice, diversity, and citizenship in a global world. Educational Forum, 68, 296-305.
11. Belsey, C. (2002). Poststructuralism: A very short introduction. Oxford: Oxford University Press.
12. Bourdieu, P. (1973). Knowledge, education, and cultural change. London: Harper & Row.
13. Bowles, S. N. (2001). Deconstructing disability and (special) education: A rhizoanalysis (Unpublished doctoral dissertation). University of Georgia, Athens, GA. Retrieved from http://athenaeum.libs.uga.edu/xmlui/handle/10724/5626.
14. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.
15. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
16. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
17. Cochran-Smith, M., Shakman, K., Jong, J., Barnatt, T., & McQuillan, P. (2009). Good and just teaching: The case for social justice in education. Journal of American Education, 115, 347-377.
18. Colebrook, C. (2002). Gilles Deleuze. London: Routledge.
19. Colman, F. (2005). Rhizome. In A.Parr (Ed.), The Deleuze dictionary (pp. 231-233). Edinburgh: Edinburgh University Press.
20. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890-1990. New York, NY: Teachers College Press.
21. Darder, A., Baltodano, M., & Torres, R. D. (Eds.). (2003). The critical pedagogy reader. New York, NY: RoutledgeFalmer.
22. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25, 5-17.
23. Deleuze, G., & Guattari, F. (1987). Capitalism and schizophrenia: A thousand plateaus. Minneapolis, MN: University of Minnesota Press.
24. deMarrais, K. B., & LeCompte, M. D. (1999). The way schools work: A sociological analysis of education (3rd ed.). New York, NY: Longman.
25. Dewey, J. (1916). Democracy and education. An introduction to the philosophy of education. New York, NY: Free Press.
26. Eakle, A. J. (2007). Literacy spaces of a Christian faith-based school. Reading Research Quarterly, 42, 472-510.
27. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through repressive myths of critical pedagogy. Harvard Educational Review, 59, 297-324.
28. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
29. Gabbard, D., & Atkinson, T. (2008). Stossel in America: A case study of the neoliberal/neoconservative assault on public schools and teachers. Teacher Education Quarterly, 34, 58-85.
30. Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press.
31. Giroux, H. A. (1988). Teachers as transformative intellectuals. In H. A.Giroux (Ed.), Teachers as intellectuals: Toward a critical pedagogy of learning (pp. 121-128). Boston, MA: Bergin & Garvey.
32. Giroux, H. A. (2011). Education and the crisis of public values. New York, NY: Peter Lang.
33. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
34. Goldhaber, D. (2002). The mystery of good teaching. Education Next, 2(1). Retrieved from http://educationnext.org/the-mystery-of-good-teaching/.
35. Gramsci, A. (1992). The prison notebooks. Vol. 1. New York, NY: Columbia University Press.
36. Gregg, M., & Seigworth, G. (2010). The affect reader. Durham, NC: Duke University Press.
37. Hagood, M. C. (2002). Troubling identity and literacy: Young adolescents' subjectivities and literacies using popular culture texts(Unpublished doctoral dissertation). University of Georgia, Athens, GA. Retrieved from http://athenaeum.libs.uga.edu/handle/10724/5887.
38. Halberstam, J. J. (2012). Gaga feminism. Boston, MA: Beacon Press.
39. Honan, E., & Sellers, M. (2008). (E)merging methodologies: Putting rhizomes to work. In I.Semetsky (Ed.), Nomadic education: Variations on a theme by Deleuze and Guattari (pp. 111-128). Rotterdam: Sense.
40. Johnson, E. (2008). Ecological systems and complexity theory: Toward an alternative model of accountability in education. Complicity, 5(1), 1-10.
41. Kennedy, M. (2009). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.
42. Knopp, S. (2012). Schools, Marxism, and liberation. In J.Bale & S.Knopp (Eds.), Education and capitalism: Struggles for learning and liberation (pp. 9-40). Chicago, IL: Haymarket.
43. Knopp, S., & Bale, J. (2012). Education and capitalism: Struggles for learning and liberation. Chicago, IL: Haymarket Books.
44. Kohl, H. (2002). Developing teachers for social justice. Radical Teacher, 65, 5-10.
45. LaBoskey, V. L. (2004). The methodology of self-study and its theoretical underpinnings. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Dordrecht: Kluwer.
46. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass.
47. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
48. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35, 3-12.
49. Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-64.
50. Lather, P. (1992). Critical frames in educational research: Feminist and poststructural perspectives. Theory into Practice, 31, 87-99.
51. Lather, P. (2004). This is your father's paradigm: Government intrusion and the case of qualitative research in education. Qualitative Inquiry, 10, 15-34.
52. Lipman, P. (2011). The new political economy of education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
53. Luke, C., & Gore, J. (1992). Feminisms and critical pedagogy. New York, NY: Routledge.
54. Marx, K. (1928). Capital: A critique of political economy. London, UK: Allen & Unwin.
55. Massumi, B. (2002). Parables for the virtual: Affect, movement, and sensation. Durham, NC: Duke University Press.
56. Namaste, K. (1996). The politics of inside/out: Queer theory, poststructuralism, and a sociological approach to sexuality. In S.Seidman (Ed.), Queer theory/sociology (pp. 194-212). Cambridge, MA: Blackwell.
57. Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51, 180-187.
58. Oakes, J., & Lipton, M. (2002). Struggling for educational equity in diverse communities: School reform as social movement. Journal of Educational Change, 3, 383-406.
59. Perlstein, L. (2008). Tested: One American school struggles to make the grade. New York, NY: H. Holt and Co.
60. Ravitch, D. (2010). The life and death of the great American school system: How testing and school choice are undermining education. New York, NY: Basic Books.
61. Roy, K. (2003). Teachers in nomadic spaces. New York, NY: Peter Lang.
62. Sarup, M. (1993). Post-structuralism and postmodernism (2nd ed.). Athens, GA: University of Georgia Press.
63. Sleeter, C. E. (1996). Multicultural education as social activism. Albany, NY: State University of New York Press.
64. St. Pierre, E. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13, 477-515.
65. St. Pierre, E. (2006). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56, 239-266.
66. St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K.Denzin & Y. S.Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 611-625). Thousand Oaks, CA: Sage.
67. Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
68. Taylor, M., & Coia, L. (2006a). Complicating our identities as urban teachers: A co/autoethnography. In J.Kincheloe, P.Anderson, K.Rose, D.Griffith, & K.Hayes (Eds.), Urban education: An encyclopedia (pp. 273-281). New York, NY: Greenwood Press.
69. Taylor, M., & Coia, L. (2006b). Revisiting feminist authority through a co/autoethnographic lens. In D.Tidwell & L.Fitzgerald (Eds.), Self-study and diversity (pp. 51-70). Rotterdam: Sense.
70. Taylor, M., & Coia, L. (2009). Co/autoethnography: Investigating teachers in relation. In C. A.Lassonde, S. C.Galman, & C. M.Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 169-186). Rotterdam: Sense.
71. Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58, 370-380.
72. Villegas, A. M., & Lucas, T. (2002). Culturally responsive teaching: A coherent approach. Albany, NY: State University of New York Press.
73. Waterhouse, M. (2011). Experiences of multiple literacies and peace: A rhizoanalysis of becoming in immigrant language classrooms(Unpublished doctoral dissertation). University of Ottawa, Ottawa, ON. Retrieved from http://ruor.uottawa.ca/en/bitstream/handle/10393/19942/Waterhouse_Monica_2011_thesis.pdf.
74. Zamudio, M. M., Russell, C., Rios, F. A., & Bridgeman, J. L. (2011). Critical race theory matters: Education and ideology. New York, NY: Routledge.
75. Zembylas, M. (2007). The specters of bodies and affects in the classroom: A rhizo-ethological approach. Pedagogy, Culture & Society, 15, 19-35.