‘It's all about relationships’: Hesitation, friendship and pedagogical assemblage.
This paper examines the relationships between hesitation, friendship and pedagogy. It develops three main arguments: (a) first, that feelings of hesitation can unsettle our self-assurance in what we know, activating new problematics; (b) second, that this unsettling may become pedagogical under cert...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 33; no. 1; pp. 61 - 75 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=71679147&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 71679147 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Feb2012 vid: 33 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 71679147 10.1080/01596306.2012.632165 ppf: 61 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 189KB tig: atl: ‘It's all about relationships’: Hesitation, friendship and pedagogical assemblage. aug: au: Sellar, Sam affil: The University of Queensland, Australia su: Friendship Hesitation Education Self-confidence Learning sug: subj: Friendship Hesitation Education Self-confidence Learning keyword: affect assemblage Deleuze friendship hesitation pedagogy ab: This paper examines the relationships between hesitation, friendship and pedagogy. It develops three main arguments: (a) first, that feelings of hesitation can unsettle our self-assurance in what we know, activating new problematics; (b) second, that this unsettling may become pedagogical under certain conditions; and (c) third, that friendship provides such conditions, potentially spurring creative processes of thought and learning. In response to secondary school teachers’ claims about their teaching and relationships with students, the paper employs hesitation as a methodological strategy for thinking beyond established understandings about pedagogy. The concept of pedagogy as assemblage is elaborated, drawing on the work of Deleuze and Guattari, and friendship is then conceived as a joyous encounter and mode of intellectual hospitality. These concepts enable description of the affective contexts in which the destabilisation of knowledge about ourselves and our worlds might provoke learning, in response to problems that are newly sensed in hesitation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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