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Cultivating Assemblages of Learning: From Teaching to Learning and Back to Teaching

  • Yusef Waghid
  • Faiq Waghid
  • Zayd Waghid
Chapter
  • 155 Downloads

Abstract

In much the same way that Gilles Deleuze and Felix Guattari (1987: 3) describe the concept of a book, we conceive of Teaching for Change as “lines of flight, movements of deterritorialisation and destratification”. Like Deleuze and Guattari (1987: 4), the lines of flight rupture in all directions with measurable speeds constituting an “assemblage”. We shall now expound on the pedagogic notions espoused through Teaching for Change as assemblages of learning. In order to explain what Teaching for Change comprises, we need to show: first, how it functions; second, with which connection it intensifies; and third, which metamorphosis it undergoes. In this way, we examine Teaching for Change as an assemblage of learning whereby we accentuate some of the pedagogical actions as embedded in Teaching for Change.

References

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  4. Griffiths, M. (2009). Action Research for/as/Mindful of Social Justice. In S. E. Noffke & B. Somekh (Eds.), The SAGE Handbook of Educational Action Research (pp. 85–98). Washington, DC: SAGE.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Yusef Waghid
    • 1
  • Faiq Waghid
    • 2
  • Zayd Waghid
    • 3
  1. 1.Education Policy StudiesStellenbosch UniversityStellenboschSouth Africa
  2. 2.Centre for Innovative Learning TechnologyCape Peninsula University of TechnologyCape TownSouth Africa
  3. 3.Faculty of EducationCape Peninsula University of TechnologyCape TownSouth Africa

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