Document Type
Journal Article
Publication Title
Discourse: Studies in the Cultural Politics of Education
Publisher
Taylor & Francis
School
School of Education
RAS ID
36068
Abstract
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘speak back’ against the neoliberal project. What our research revealed is how the drama classroom is an open, dynamic space where students can embody different identities at a critical time in their adolescent development. What is delimiting about this potentiality is the proclivity of teachers and students, as desiring machines, to conform to the dominant neoliberal culture of competitive performativity. The paper proposes that schizoanalysis offers new insights for mapping complex desire-flows and embodied identities through and against the dominant performative and heterosexist culture.
DOI
10.1080/01596306.2015.1074429
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 14/08/2015, available online: http://www.tandfonline.com/10.1080/01596306.2015.1074429.
Lambert, K., Wright, P., Currie, J., & Pascoe, R. (2017). Desiring machines and nomad spaces: Neoliberalism, performativity and becoming in senior secondary drama classrooms. Discourse: Studies in the Cultural Politics of Education, 38(2), 197-208. https://doi.org/10.1080/01596306.2015.1074429