Mellan Deleuze och Rancière: Om mikroperception, differens och lärandets immanenta disciplin.
2013 (Swedish)Manuscript (preprint) (Other academic)
Contemporary research shows that the methods and mechanisms of classical discipline still offer their services as regulators and indicators of educational progress. But is our conceptualization of discipline really adequate enough for handling the educational problems of today? This article makes urgent the need for a reconceptualization, using the immanence philosophy of Deleuze and Guattari together with the educational philosophy of Jacques Rancière. As a result, the article advances the concept of discipline as a circular segmentarity in contrast to the more linear power grid that we normally attribute to Foucauldian traditions. Strictly territorialized, but open-ended in terms of stratification, this segmentarity enables us to experience molecular levels of difference in life as well as in learning, while at the same time offering a hands-on experience of the equality of intelligence.
Place, publisher, year, edition, pages
Deleuze, Guattari, Rancière, Foucault, Discipline, Difference.
Research subject Education
IdentifiersURN: urn:nbn:se:kau:diva-28685OAI: oai:DiVA.org:kau-28685DiVA: diva2:642201
Disciplin och motstånd: Pedagogisk-filosofiska perspektiv på samtida svensk skoldisciplin;2013-08-212013-08-212015-12-29Bibliographically approved