Timetable “Deleuze. Guattari. Schizoanalysis. Education”
Monday 9th December
Time / Activity / LL.001 / LL.002 / LL.0038.30-9.45 / Registration
9.45-10.15 / Official Welcome and Acknowledgement of Country
10.15-10.30 / Morning Tea
10.30-11.30 / Keynote 1 – A/Prof Taylor Webb / The Dogmatic Image of Education and the Production of the New
11.30-12.00 / Concurrent Presentation 1 / Steve Johnson
Lessons from the Plagiarists Deleuze and Guattari / Jan Jagodzinski
Guattari’s Ecological Legacy <—> Facing the Anthropocene <—> Scatter, Adapt, Remember and Die <—> the Dilemma of Art and its Education
12.00-12.30 / Concurrent Presentation 2 / Nicholas Mercer
Affective Education in Singapore: A Deleuzian Critique / Jason Wallin
The onto-ecology of "dark art"
12.30-1.00 / Lunch
1.00-3.00 / Symposium 1: / The thesis as a minor literature: reterritorialisation of research conditions
Eilen Honan (Convener)
Papers
Eileen Honan “A tetralinguistic account of the thesis text”
Sarah Loch “Write/Right there in the middle: Journeying this thesis with Deleuze and Guattari”
Linda Henderson “Connecting with the “cramped spaces” of thesis re-presentation”
Sam Sellar “Pedagogical dialogues: Toward collective assemblages of enunciation in educational research” / Playing with the arts with Deleuze
Bronwyn Davies (Convener)
Papers
Linda Knight “Imagination and creativity: untethered or conditional?”
Anna Hickey-Moody “Decolonizing Beethoven: Popular knowledges, popular culture and the postcolonial primary classroom”
Stewart Riddle “Doing music with Deleuze: assemblages of youth as musicking-machines”
Sheridan Linnell and Bronwyn Davies “poetry, art and Deleuze”
3.00-3.30 / Afternoon tea
3.30-4.30 / Keynote 2 – Professor Ian Buchanan / Deleuze and Guattari’s Topography
4.30-6.30 / Drinks at the Tavern
Tuesday 10th December
Time / Activity / LL.001 / LL.002 / LL.0039.00-9.30 / Concurrent Presentation 3 / Greg Thompson
Teaching-machines, smooth space and the possibilities of Bartleby / Ian Cook
The Multiple Topologies of the Lecture / Kathryn Grushka
Pre-service teachers: becoming pedagogically artful
9.30-10.00 / Concurrent Presentation 4 / John Scannell
Education: the subjectivising power of the performative / Glen Fuller
Aspirations of Critical Professionalism: The Intensive Present as a Modality / Teija Loytonen
“Beyond fixed pedagogies, An experimental move towards multiple possible pedagogies within higher (arts) education”
10.00-10.30 / Concurrent Presentation 5 / Diane Mulcahy
Assembling spaces of learning: The dynamics of de-/re-/territorialisation / Phan Nhu Hien Luong
Supporting Asian Teachers in Multicultural Educational Setting: Leader-becoming / Sam Matuszewsk
'Not a reform but a liquidation': The context of Deleuze's theory of the society of control and the emergence of a modulated school in 1980s France
10.30-11.00 / Morning Tea
11.00-1.00 / Symposium 2: / Video data and the time-image: Cinematic methodologies in education research
Stephanie Springgay (Convenor)
Papers
Nikki Rotas “Queering machines with and through the diagrammatic lens”
Anna Hickey-Moody “Dancing and filming with the lost boys”
Stephanie Springgay “Aberrant movement: The time-image and video data in research-creation”
Elizabeth de Freitas “Crumpled time: Gesture and sensation in classroom video data” / Assemblages and becomings: Researching with Deleuze and Guattari as a way of negotiating ‘mechanisms of control’ in early childhood education
Tamara Cumming (Convenor)
Papers
Jennifer Sumsion “Curriculum politics and refrains of resistance”
Tina Stratigos “Researching assemblages of desire in early childhood education”
Corrina Peterken “Artifacts of assemblages opening to pedagogical provocations in early childhood education”
Tamara Cumming “Decentred subjects and early childhood practice assemblages”
1.00-1.30 / Lunch
1.30-2.00 / Concurrent Presentation 6 / Genevieve Noone
Smooth and striated space: A recapitulating perspective of place and becoming in rural education / Clare Britt
'Tracings and Mappings': Negotiating "accountability", multiplicity, uncertainty, and process in the early years of primary school education
2.00-2.30 / Concurrent Presentation 7 / Kristen Lambert
More than the Madonna or the whore: gender, neoliberalism and becoming in senior secondary drama classrooms / Linda Knight
Contrasting views of childhood in the Australian context (don’t move)
2.30-3.00 / Concurrent Presentation 8 / Teresa Tam
Art School Depression: From Obsolescence of Art to Proliferation of the Everyday / Joel Farris
Therapeutic Resistance: Chaos and the Body
3.00-3.30 / Afternoon tea
3.30-4.30 / Keynote 3 – Professor Jessica Ringrose / Schizo-Feminist Research Practices: Putting schizoanalysis to work post Deleuze and Guattari
Wednesday 11th December
Time / Activity / LL.001 / LL.002 / LL.0039.00-9.30 / Presentation 8 / Tim Flanagan
Learning the use of language / Marceline Piotrowski
Media, moral panics and activist art: the multiple folds of the cultural pedagogy of political schizophrenics
9.30-10.00 / Presentation 9 / Amina Singh
Transcending norms through speaking / John Kaye
Facilitating the simulacrum: Machinic connections in a pedagogical context
10.00-10.30 / Concurrent Presentation 10 / Francis Russell
Creative Involution: Deleuze and the Question of Creativity / Rahul Aline
Exploring Globalization in Indian Teacher Education Reform as Assemblage
10.30-11.00 / Morning Tea
11.00-12.30 / Symposium 3 / The assembling of Oscar Pistorius
Bronwyn Davies (Convenor)
Papers
Peter Bansel and Bronwyn Davies “Assembling Oscar, assembling South Africa, assembling affects”
Anna Hickey-Moody “Carbon fiber masculinity: Homosociality, hegemony and late capitalism”
Sheridan Linnell “Out on a limb: assembling Pistorius, Deleuzian theory and (my) feminist outrage” / Deleuze and Guattari’s Schizoanalaysis: An Analytic for Education?
Greg Thompson (Convenor)
Papers
Ian Buchanan “Me and my BwO”
Taylor Webb “A Schizoanalysis of and for Pedagogical Folds”
Greg Thompson and Ian Cook “Producing the NAPLAN Machine: A Schizoanalytic Cartography”
Sam Sellar “‘A strange craving to be motivated’: A schizoanalysis of human capital’s affective intensities”
12.30-1.30 / Lunch
1.30-2.00 / Concurrent Presentation 11 / Nicole Goodlad
Media arts centres cyberkids and the potential for creativity in learning / Lisa Cary
Re-Mapping Feminism in Australia Today
2.00-2.30 / Concurrent Presentation 12 / Angela Jones and Rebecca Bennett
Invoking the rhizome to de-emphasize the digital and re-emphasize pedagogy in blended course design / Eve Mayes
“Speaking for, before and between students and teachers: A rhizoanalysis of an ethnographic study of student participation in school reform”
2.30-3.00 / Afternoon tea
3.00-4.00 / Concluding Plenary - Bronwyn Davies / What challenges have we made with Deleuze, Guattari and Schizoanalysis to the Neoliberal Education agenda?
4.00pm / Bus to Little Creatures
List of Presenters and Abstracts (in alphabetical order by author)
Last / First / Second Author / Email / Institution / Abstract Title / AbstractAlinje / Rahul / / Roskilde University / Exploring Globalization in Indian Teacher Education Reform as Assemblage / This paper engages in the exploration of India’s teacher education policy; in particular, it will look into the National Curriculum Framework for Teacher Education: Towards Preparing Professional and Human Teacher-2009 policy and its action, which is a comprehensive attempt to change teaching and learning practices in Indian teacher education. The phenomenon has been studied as policy borrowing and transfer in education policy by many other researchers, through such lenses as the World Culture Theory (WCT), state theory, anthropological approaches and structuralizing approaches. These have focused on nodal points, networks, understandings of actors and power relations and institutional. Thus, I approach the empirical field through Deleuze and Guattari’s rhizome model as a tool in mapping (line of thoughts) de-territorialized (between contexts) and re-territorialized (in new contexts) areas, and smooth and striated spaces of globalizing teacher education policy reform.
Bansel / Peter
Prof Browyn Davies / / UWS/Melbourne / Assembling the laager: fear of nocturnal animals or the violent black man behind the bathroom door. / In our reading of the cover feature of Time Magazine as an assemblage (Man, Superman, Gunman; Alex Perry, March 11, 2013), we trace how the shooting body of Oscar Pistorius and the dead body of Reeva Steenkamp are assembled in and as the body of Post Apartheid South Africa. We consider how the bodily presence or absence of Oscars’ prostheses at the time of the shooting – critical to the juridical establishment of his vulnerability and fear, and hence his innocence or guilt – is figured in the author’s assemblage of race relations and a moral compass that points to South Africa’s future/becoming. We also speculate upon the relations through which the extra-textual material body of the reader becomes part of this assemblage of becoming South Africa and becoming moral. This is not to give a stable account of the text, the shooting, or the reader, but rather to contemplate the ways in which textual assemblages might become assembled for, by, in and as the collective body of a nation state or a reader.
Britt / Clare / / Macquarie / Tracings and Mappings': Negotiating"accountability", multiplicity, uncertainty, and process in the early years of primary school education / In this paper, I illuminate how teachers in one Australian government primary school have been negotiating the tensions between dominant constructions and hegemonic notions of accountability,"proof" and evaluation alongside their commitment to fostering learning that is flexible, open-ended, situated, contextual and diverse. I draw on Deleuze and Guattari's notions regarding 'schizoanalysis', 'assemblages', and 'tracings and mappings' as ways of seeking to understand complexity, multiplicity, and connectedness in education without attempting to distil or reduce to a linear, predictable, rational explanation. In this paper, I will focus in particular on the usefulness of the lens of 'tracings and mappings' as a tool to analyse the way in which many approaches used at the school such as pedagogical documentation of long term projects are important factors that allow for multiple (and often contradictory) perspectives, and that make visible a range of learning processes which may not be valued or acknowledged through current dominant, more simplistic means of evaluation, accountability or assessment. Through this paper, then, I argue that mapping of the lived curriculum as it is enacted may create the potential for school communities to honour and seek out multiplicities, uncertainties and connections, and may thus create important spaces for the unexpected possibilities and complexities of pedagogy in the early years of primary school.
Buchanan / Ian / / Wollongong / Deleuze and Guattari’s Topography / In their landmark work, The Language of Psycho-analysis, Jean Laplanche and Jean-Bertrand Pontalis define topography as follows: “Theory or point of which implies a differentiation of the psychical apparatus into a number of subsystems. Each of these has distinct characteristics or functions and a specific position vis-à-vis the others, so that they may be treated, metaphorically speaking, as points in a psychical space which is susceptible of figurative representation.” I will use this definition as a framework for rethinking the relationship between several key concepts in Deleuze and Guattari’s work. My main focus will be the Body without Organs. As I will show, it is a key element in Deleuze and Guattari’s topographical model of the psychical apparatus. It is a dynamic model, subject to a variety of geological processes, which cause it to change shape and character over time. It is also populated, though sometimes only very sparsely. The population it carries is diverse and subject to its own processes which are only indirectly grounded in the landscape. The population interacts with the landscape and frequently leaves its mark there, sometimes going so far as to damage the landscape in irreparable ways.
Buchanan / Ian / / Wollongong / Me and my BwO / In this paper I want to think about the relationship between competence and performance. I will use Timothy Gallwey’s 1974 bestseller The Inner Game of Tennis as a lens through which to see how Deleuze and Guattari deal with this particular problematic. In doing so, I hope to cast their work in more practically-oriented and (hopefully) simpler light. The Inner Game of Tennis isn’t an entirely eccentric choice. The Inner Game of Tennis is a work of pop philosophy of the type Anti-Oedipus wanted to be, but never really was. The fact it failed to live up to the author’s hopes should not be used to discount or dismiss the original intention and it is my hope that reading The Inner Game of Tennis alongside Anti-Oedipus will enable me to illuminate its ‘helpful’ side and perhaps point a way forward for those of us who do not merely laugh at the idea that schizoanalysis might be of practical use in everyday life.
Cary / Lisa / / Murdoch / Re-Mapping Feminism in Australia Today / This paper is my virgin attempt to question the deterministic essentialism and overcoding that surrounds ‘Feminism’ in Australia today using a Deluezian lens. From a comfortably Foucauldian position as a poststructural feminist, I have recently turned to the work of Deleuze to enable the consideration of other ways of knowing this complex terrain. What new images of subject-positions might I find if I move beyond representational antinomy toward more complex post-metaphysical figurations of the subject? (Bray and Colebrook, 1998; Braidotti, 2003). By creating new images and re-mapping this terrain, I hope to find other ways into and around this project.
Cook / Ian / / Murdoch / The Multiple Topologies of the Lecture / In this paper, I seek to present a multiple topology of the lecture. I begin the paper by outlining the similarities between multi-topological analysis and schizoanalysis to demonstrate how this exploration speaks to Guattari theories, in particular, and to the cartographic practices that are central to his work. The paper then develops the concept of the "part object" to describe a particular form of topological relation (in which one event is both a part object of other topologies while being fully (or more fully) an object in a specific topology). Particular emphasis will be placed on the ways that the lecturer functions as a part object for an Oedipalised topological formation. For example, while an act of lecturing functions as an object in educational topology, or many education topologies, it also functions as an object in architectural topologies. Of the most significance for this paper, however, is that ways that the act of lecturing functions in an Oedipalising topology in which the triangular form of Mummy-Daddy-Me "calls forth" the principal deformation of a familial topology.
Cumming / Tamara / / CSU / Assemblages and becomings: Researching with Deleuze and Guattari as a way of negotiating ‘mechanisms of control’ in early childhood education. / Despite continued critique, globalised discourses informing early childhood education (such as: developmental psychology, evidence-based practice, romanticism and technicism) retain the potential to limit possibilities for thinking differently. However, as in other areas of educational research, the work of Deleuze and Guattari is providing early childhood education researchers with ‘new weapons’ for negotiating these ‘mechanisms of control’. Accordingly, in this symposium, early childhood researchers from a rhizomatic network of collaborations across three Australian universities, present possibilities for disrupting the normative power of these discourses, using theoretical resources from Deleuze and Guattari. In each paper making up this symposium, Deleuze and Guattari’s concepts are put to work to open spaces for other possibilities to proliferate. Jennifer Sumsion maps some of the a/effects produced by Australia’s first national early childhood curriculum and considers ways of negotiating the operations of power in these assemblages of desire. Tina Stratigos also takes up Deleuze and Guattari’s concept of assemblages of desire, as she experiments with the politics of infants’ belonging in early childhood settings. Corinna Peterken discusses the ways that her making of, and writing with artifacts, functions as a machinic assemblage for thinking about early childhood pedagogy, and Tamara Cumming considers some implications of the decentred subject (Deleuze and Guattari, 1987) for early childhood educators in early childhood practice assemblages. The disruption of what can sometimes be taken-for-granted elements of early childhood education assemblages, and the discourses that are implicated in their territorialisation, give rise to new readings and help to open space for other possibilities. Though in no way permanent, these disruptions gesture to the potential of Deleuze and Guattari’s work for offering researchers ‘new weapons’ with which they may continue to negotiate the stratifying tendencies of societies of control.