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(Im)plausibilities: a rhizo-textual analysis of policy texts and teachers' work

Honan, Eileen 2004, (Im)plausibilities: a rhizo-textual analysis of policy texts and teachers' work, Educational philosophy and theory, vol. 36, no. 3, pp. 267-281, doi: 10.1111/j.1469-5812.2004.00067.x.

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Title (Im)plausibilities: a rhizo-textual analysis of policy texts and teachers' work
Author(s) Honan, Eileen
Journal name Educational philosophy and theory
Volume number 36
Issue number 3
Start page 267
End page 281
Total pages 15
Publisher Wiley-Blackwell Publishing Ltd.
Place of publication Oxford, England
Publication date 2004-07
ISSN 0013-1857
1469-5812
Summary In this paper I argue for the use of Deleuzian theories in educational contexts. In particular, I am interested in the use of the concept of rhizomes, and the analysis of texts as rhizomes, drawing on Deleuze and Guattari's work in A Thousand Plateaus (1987). I discuss the possibilities for using rhizomatics in educational contexts through an exploration of the construction of an 'apparatus of social critique' (Buchanan, 2000). I then describe a rhizomatic understanding of the relationships between teachers and policy texts, which can disrupt commonsense understandings of these relations. I provide examples from my own research (Honan, 2001) of a rhizo-textual analysis of policy texts. This rhizo-textual analysis involved an exploration of the construction of the subject position, teacher, within one policy text, as well as a mapping of two teachers' readings of this text. The paper concludes with a discussion of the implications for using Deleuzian theory in educational contexts, implications for both policy developers and educational researchers.
Language eng
DOI 10.1111/j.1469-5812.2004.00067.x
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Philosophy of Education Society of Australasia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002846

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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