Abstract
An endless cacophony insists that teachers be this or that. Parents, administrators, bureaucrats, politicians, and academics insist that teachers be: proficient, accountable, effective, involved, caring, fair, efficient, responsible, reflective, knowledgeable, collegial, and so on. Teachers, themselves, insist that they be: helped, encouraged, supported, prepared, educated, compensated, included, facilitated, etc.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References/Bibliography
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
Ball, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools. London: Routledge.
Conley, T. (2005). Folds and folding. In C. J. Stivale (Ed.), Gilles Delueze: Key Concepts. Montreal: McGill-Queen’s University Press.
Deleuze, G., & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press.
Deleuze, G. (1994). Difference and Repetition. New York: Continuum.
Foucault, M. (1994). What is enlightenment? In P. Rabinow (Ed.), Michel Foucault: Ethics, Subjectivity and Truth (pp. 303–319). New York: The New Press.
Foucault, M. (2005). The Hermeneutics of the Subject: Lectures at the College de France, 1981–1982. New York: Picador.
Honan, E. (2004). (Im)plausibilities: A rhizo-textual analysis of policy texts and teachers’ work. Educational Philosophy and Theory, 36(3), 267–281.
Masny, D. (2006). Learning and creative process. International Journal of Learning, 12(5), 147–155.
Masny, D. (2011). Multiple literacies theory: Exploring futures. Policy Futures in Education, 9(4), 494–504.
Masny, D. & Cole, D. R. (Eds.). (2009). Mutliple Literacies Theory: A Deleuzian Prspective. Rotterdam: Sense Publishers.
May, T. (2005). Gilles Deleuze: An Introduction. New York: Cambridge University Press.
Nietzsche, F. (1974). The Gay Science. New York: Random House, Inc.
Parras, E. (2006). Foucault 2.0. New York: Other Press.
Roy, K. (2003). Teachers in Nomadic Spaces: Deleuze and Curriculum. New York: Peter Lang.
Semetsky, I. (2006). Deleuze, Education and Becoming. Rotterdam: Sense Publishers.
Smagorinsky, P. (2009). Is it time to abandon the idea of “best practices” in the teaching of English? English Journal, 98(6), 15–22.
Stivale, C. J. (1998). The Two-fold Thought of Deleuze and Guattari: Intersections and Animations. New York: The Guilford Press.
Webb, P. T. (2007). Accounting for teacher knowledge: Reterritorializations as epistemic suicide. Discourse: Studies in the Cultural Politics of Education, 28(2), 279–295.
Webb, P. T. (2009). Teacher Assemblage. Rotterdam, The Netherlands: Sense Publishers.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Webb, P.T. (2013). Nial-a-pend-de-quacy-in. In: Masny, D. (eds) Cartographies of Becoming in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-170-2_13
Download citation
DOI: https://doi.org/10.1007/978-94-6209-170-2_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-170-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)