Exploring and Connecting Lines of Flight in a Self -Study Community

Strom, Kathryn J.; Abi-Hanna, Rabab; Abrams, Linda; Dacey, Charity; Dauplaise, Jacqueline

doi:10.1007/978-94-6209-686-8_3

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Martin (2015, 2017), in their insightful work, relate directly to power inequalities and offer the Deleuzo-Guattarian framework in self-study as a model for examining and clarifying questions of social justice. This approach offers a new look at questions relating to race and gender, as well as a reexamination of learning frameworks of recent years such as inclusive education and globalization in teacher education (Goodley 2007;Ledger 2016;Strom et al 2014). The rhizomatic framework, as a platform that brings silenced voices to the forefront, is closely related to self-studies that inquire into social justice questions, as mentioned in the beginning of this chapter.…”

Section: Rhizomatic Self-studymentioning

confidence: 99%

Rhizomatic Self-Study

Barak

Tuval

Turniansky

2019

Springer International Handbooks of Education

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In this chapter, we discuss the meaning of rhizomatic self-study and explore its potential in promoting social conscience and coping with challenges of social justice. Adopting the Deleuzo-Guattarian rhizomatic conceptualization, we inquire into the dynamics of conflictual and contradictory environment. Through these lenses we view the multiplicity of rhizomatic connections beyond the major binary oppositions such as Jews and Arabs and become attuned to the minor voices that are not part of our daily discourse but influence the ways we experience our reality. The study is based on personal stories, stemming from our experience as Israeli teacher educators teaching in an environment rife with overt and covert conflicts. It brings up our unheard/heard voices and opens a window for understanding this multidimensional and unpredictable environment. Through this study, we expose the effect of minor voices in revealing the hidden

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Section: Rhizomatic Self-studymentioning

confidence: 99%

Rhizomatic Self-Study

Barak

Tuval

Turniansky

2019

Springer International Handbooks of Education

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The Handmaid’s Tale: Using Literature and Online Journaling to Facilitate a Self-Study of Feminist Identity in an International Research Collective

Makaiau

Ragoonaden

Leng³

et al. 2019

Studying Teacher Education

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Pursuing lines of flight: Enacting equity-based preservice teacher learning in first-year teaching

Strom

Martin

2015

Policy Futures in Education

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This article examines how one first-year physics teacher translated his inquiry-based, socially just pre-professional learning into classroom practice in his first several months of teaching, using rhizomatics, a non-linear theory of social activity, as a theoretical and methodological frame. This case highlights the complexity of enacting a social justice-oriented pedagogical practice as a new teacher in a constrained school environment. Although the participant experienced positive interactions with his students, he faced multiple external challenges as well as his own internal conflicts about teaching methods. These conditions influenced him to adopt more traditional practices than those that were espoused in the participant’s teacher education programme, although some evidence of progressive teaching surfaced inconsistently. Authors provide recommendations for teacher educators and policy makers to better support new teachers as they transition into the first year of teaching, and call on researchers to explore methodologies and theories that can account for nonlinearity, complexity and multiplicity in investigating teaching and learning.

show abstract

Exploring and Connecting Lines of Flight in a Self -Study Community

Cited by 3 publications

References 8 publications

Rhizomatic Self-Study

Rhizomatic Self-Study

The Handmaid’s Tale: Using Literature and Online Journaling to Facilitate a Self-Study of Feminist Identity in an International Research Collective

Pursuing lines of flight: Enacting equity-based preservice teacher learning in first-year teaching

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