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Abstract
This paper evaluates an attempt by the author to operationalise the theory of reflective practice within the context of initial teacher education. Whilst an integral element of many teacher education programmes, the problematic of ‘how’ to reflect on practice remains a concern. In response, and taking inspiration from the work of Deleuze and Guattari, specifically their critique of representational thought and common understandings of text, the author experiments with a method for reflecting called implicated reading. The method involves the reading of students’ lived experiences as beginning teachers (recorded in written form), against a variety of other texts. The author draws on interview data to analyse and discuss the merits of the approach. The paper concludes that the method of implicated reading has the potential to unsettle the common tendency to focus on meaning and interpretation when reflecting on events and experiences. It is argued that the student teachers involved in the project instead begin to experience reflection as a process of connectivity, rethinking pedagogy as a result.
Notes
1. The wire is an American drama televised in England. Set in the city of Baltimore, each season introduced and explored a different facet of life in urban America.
2. In Deleuzo-Guattarian (1987/2004) terms, the state is sovereignty. It reigns over what it is capable of internalising. Its goal is to reproduce itself.
3. The use of the noun ‘weapon’ is purposeful. In ‘A Thousand Plateaus’, Deleuze and Guattari (Citation1987/2004, p. 443) distinguish tools from weapons. Tools belong to the state apparatus, whereas weapons are of the nomad. Weapons are likened to jewellery. They share an essential relation – small moveable objects, easily transported and pertaining to the object only as an object in motion. They also lend colour, ‘turning gold to red and silver to white light’.