Animating rhizo research: the ethico-politics of a zombie apocalypse survival course

References

• Albrecht-Crane, C., & Daryl Slack, J. (2003). Toward a pedagogy of affect. In J. Daryl Slack (Ed.), Animations of Deleuze and Guattari. P. Lang.
   Google Scholar
• Ashton-Warner, S. (1986). Teacher. Simon & Schuster.
   Google Scholar
• Baker, J. (2008). Beyond the rational museum: Toward a discourse of inclusion. The International Journal of the Inclusive Museum, 1(2), 23–29. https://doi.org/10.18848/1835-2014/CGP/v01i02/44461
   Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
   Google Scholar
• Biesta, G. (2019). Trying to be at home in the world: New parameters for art education. Artlink, 39(3), 10–17.
   Google Scholar
• Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19(1), 3–10. https://doi.org/10.2307/2088165
   Web of Science ®Google Scholar
• Braidotti, R. (2006). Affirmation versus vulnerability: On contemporary ethical debates. Symposium, 10(1), 235–254. https://doi.org/10.5840/symposium200610117
   Google Scholar
• Braidotti, R. (2010). On putting the active back into activism. New Formations, 68(68), 42–57. https://doi.org/10.3898/newf.68.03.2009
   Google Scholar
• Braidotti, R. (2011). Nomadic theory: The portable Rosi Braidotti. Columbia University Press.
   Google Scholar
• Braidotti, R. (2018). Affirmative ethics: Posthuman subjectivity, and intimate scholarship: A conversation with Rosi Braidotti. In K. J. Strom, T. Mills, & A. Ovens (Eds.), Decentering the researcher in intimate scholarship: Critical posthuman methodological perspectives in education (Vol. 31, pp. 179–188). Emerald Publishing Limited.
   Google Scholar
• Braidotti, R. (2019a). Affirmative ethics and generative life. Deleuze and Guattari Studies, 13(4), 463–481. https://doi.org/10.3366/dlgs.2019.0373
   Web of Science ®Google Scholar
• Braidotti, R. (2019b). Posthuman knowledge. Polity Press.
   Google Scholar
• Brennan, T. (2003). The transmission of affect. Cornell University Press.
   Google Scholar
• Coole, D., & Frost, S. (Eds.). (2010). New materialisms: Ontology, agency, and politics. Duke University Press.
   Google Scholar
• Deleuze, G. (1988). Spinoza: Practical philosophy (R. Hurley, Trans.). City Lights Books.
   Google Scholar
• Deleuze, G. (1990). Expressionism in philosophy: Spinoza (M. Joughin, Trans.). Zone Books: Distributed by MIT Press.
   Google Scholar
• Deleuze, G. (1994). Difference and repetition (P. Patton, Trans.). Columbia University Press.
   Google Scholar
• Deleuze, G. (2015). The logic of sense (C. V. Boundas, M. Lester, & C. J. Stivale, Trans.). Bloomsbury Academic.
   Google Scholar
• Deleuze, G., & Guattari, F. (1983). On the line (J. Johnston, Trans.). Semiotext (e).
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). University of Minnesota.
   Google Scholar
• Deleuze, G., & Parnet, C. (1983). Politics (J. Johnston, Trans.). In G. Deleuze & F. Guattari (Eds.), On the line (pp. 68–115). Semiotext (e).
   Google Scholar
• Fenwick, T. (2014). Sociomateriality in medical practice and learning: Attuning to what matters. Medical Education, 48(1), 44–52. https://doi.org/10.1111/medu.12295
   PubMed Web of Science ®Google Scholar
• Gabrielsen, A., & Sørensen, I. (2014). Reassembling the social [Song]. In L. Kramp, N. Carpentier, A. Hepp, I. Trivundza, H. Nieminen, R. Kunelius, T. Olsson, E. Sundin, & R. Kilborn (Eds.), Media practice and everyday agency in Europe (pp. 331). http://www.comsummerschool.org
   Google Scholar
• Healy, S. (2019). Cracking open pedagogy: Learning ‘in’ intense environments [PhD thesis]. University of Melbourne, Melbourne. http://hdl.handle.net/11343/230614
   Google Scholar
• Healy, S., & Mulcahy, D. (2020). Pedagogic affect: Assembling an affirming ethics. Pedagogy Culture & Society. DOI https://doi.org/10.1080/14681366.2020.1768581
   PubMed Web of Science ®Google Scholar
• Honan, E. (2007). Writing a rhizome: An (im)plausible methodology. International Journal of Qualitative Studies in Education, 20(5), 531–546. https://doi.org/10.1080/09518390600923735
   Google Scholar
• Honan, E., & Bright, D. (2016). Writing a thesis differently. International Journal of Qualitative Studies in Education, 29(5), 731–743. https://doi.org/10.1080/09518398.2016.1145280
   Web of Science ®Google Scholar
• Horton, J., & Kraftl, P. (2009). Small acts, kind words and “not too much fuss”: Implicit activisms. Emotion, Space and Society, 2(1), 14–23. https://doi.org/10.1016/j.emospa.2009.05.003
   Google Scholar
• Johnston, K. (2018). (Re)imagining possibilities for youth in schools: A rhizomatic exploration of youth’s affective engagements with literacy (Doctor of Philosophy thesis). Columbia University.
   Google Scholar
• Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633. https://doi.org/10.1080/09518398.2013.788752
   Google Scholar
• Le Grange, L. (2018). What is (post)qualitative research? South African Journal of Higher Education, 32(5), 1–14. https://doi.org/10.20853/32-5-3161
   Web of Science ®Google Scholar
• Lenz Taguchi, H. (2016a). “The concept as method”: Tracing-and-mapping the problem of the neuro(n) in the field of education. Cultural Studies ↔ Critical Methodologies, 16(2), 213–223. https://doi.org/10.1177/1532708616634726
   Web of Science ®Google Scholar
• Lenz Taguchi, H. (2016b). Deleuzo-Guattarian rhizomatics: Mapping the desiring forces and connections between educational practices and the neurosciences. In C. A. Taylor & C. Hughes (Eds.), Posthuman research practices in education. Palgrave Macmillan. https://doi.org/10.1057/9781137453082_4
   Google Scholar
• Masny, D. (2013). Rhizoanalytic pathways in qualitative research. Qualitative Inquiry, 19(5), 339–348. https://doi.org/10.1177/1077800413479559
   Web of Science ®Google Scholar
• Masny, D. (2014). Disrupting ethnography through rhizoanalysis. Qualitative Research in Education, 3(3), 345–363. https://doi.org/10.4471/qre.2014.51
   Google Scholar
• Masny, D. (2016). Problematizing qualitative research: Reading a data assemblage with rhizoanalysis. Qualitative Inquiry, 22(8), 666–675. https://doi.org/10.1177/1532708616636744
   Web of Science ®Google Scholar
• Massumi, B. (2002). Navigating movements [Interview]. https://www.brianmassumi.com/interviews/NAVIGATING%20MOVEMENTS.pdf
   Google Scholar
• Massumi, B. (Ed.). (1993). The politics of everyday fear. University of Minnesota Press.
   Google Scholar
• McLeod, K. (2014). Orientating to assembling: Qualitative inquiry for more-than-human worlds. International Journal of Qualitative Methods, 13(1), 377–394.
   Web of Science ®Google Scholar
• Myers, C. Y. (2019). Children and materialities: The force of the more-than-human in children's classroom lives. Springer.
   Google Scholar
• Riddle, S. (2013). Youth as rhizome: Music, machines, and multiplicities. Social Alternatives, 32(2), 45–48.
   Google Scholar
• Sellers, M. (2015). … working with (a) rhizoanalysis … and working (with) a rhizoanalysis. Complicity, 12(1), 6–31. https://doi.org/10.29173/cmplct23166
   Web of Science ®Google Scholar
• Sellers, M., Honan, E. (2007). Putting rhizomes to work: (E)merging methodologies. New Zealand Research in Early Childhood Education, 145. https://search.informit.com.au/documentSummary;dn=379044255328593;res=IELHSS
   Google Scholar
• Snaza, N., Sonu, D., Truman, S. E., & Zaliwska, Z. (Eds.). (2017). Pedagogical matters: New materialisms and curriculum studies. Peter Lang.
   Google Scholar
• Spinoza, B. (2018). Spinoza: Ethics: Proved in geometrical order (M. Silverthorne, Trans. M. J. Kisner Ed.). Cambridge University Press.
   Google Scholar
• St. Pierre, E. A. (1997). Methodology in the fold and the irruption of transgressive data. International Journal of Qualitative Studies in Education, 10(2), 175–189. https://doi.org/10.1080/095183997237278
   Google Scholar
• St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (Vol. 4, pp. 611–626). Sage.
   Google Scholar
• St. Pierre, E. A. (2014). A brief and personal history of post qualitative research: Toward “post inquiry”. Journal of Curriculum Theorizing, 30(2), 1–18.
   Google Scholar
• Strom, K., Ringrose, J., Osgood, J., & Renold, E. (2019). Editorial – PhEmaterialism: Response-able research & pedagogy. Reconceptualizing Educational Research Methodology, 10(2–3), 1–39. https://doi.org/10.7577/rerm.3649
   Google Scholar
• Walsh, L., & Boyle, C. A. (2017). From intervention to invention: Introducing topological techniques. In L. Walsh & C. A. Boyle (Eds.), Topologies as techniques for a post-critical rhetoric (pp. 1–16). Palgrave. https://doi.org/10.1007/978-3-319-51268-6
   Google Scholar
• Whatmore, S. (2006). Materialist returns: Practising cultural geography in and for a more-than-human world. Cultural Geographies, 13(4), 600–609. https://doi.org/10.1191/1474474006cgj377oa
   Web of Science ®Google Scholar
• Youdell, D., & Armstrong, F. (2011). A politics beyond subjects: The affective choreographies and smooth spaces of schooling. Emotion, Space and Society, 4(3), 144–150. https://doi.org/10.1016/j.emospa.2011.01.002
   Google Scholar
• Zembylas, M. (2018). Holocaust laughter and Edgar Hilsenrath’s The Nazi and the Barber: Towards a critical pedagogy of laughter and humor in Holocaust education. Studies in Philosophy and Education, 37(3), 301–313. https://doi.org/10.1007/s11217-018-9599-2
   Web of Science ®Google Scholar