Becoming learners/teachers in nomadic space

References

• Aoki, T. (2005). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. In W. Pinar & I. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 199–218). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28, 801–831. Gender and science. Retrieved from http://www.jstor.org/stable/10.1086/34532110.1086/signs.2003.28.issue-3
   Google Scholar
• Bhabha, H. (1994). The location of culture. New York, NY: Routledge.
   Google Scholar
• Bullough, R. V., & Pinnegar, S. (2009). The happiness of teaching (as eudaimonia): Disciplinary knowledge and the threat of performativity. Teachers and Teaching, 15, 241–256.10.1080/13540600902875324
   Web of Science ®Google Scholar
• Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 124–137). London: Falmer Press.
   Google Scholar
• Clandinin, D. J., & Murphy, M. S. (2009). Comments on Coulter and Smith: Relational ontological commitments in narrative research. Educational Researcher, 38, 598–602.10.3102/0013189X09353940
   Web of Science ®Google Scholar
• Clandinin, D. J., & Clandinin, D. J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–76). Thousand Oaks, CA: Sage.10.4135/9781452226552
   Google Scholar
• Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2–14.10.3102/0013189X019005002
   Google Scholar
• Connelly, F. M., & Clandinin, D. J. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13, 665–674.10.1016/S0742-051X(97)00014-0
   Web of Science ®Google Scholar
• Craig, C. J. (2005). The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform. Teachers and Teaching, 11, 195–208.10.1080/13450600500083972
   Google Scholar
• Craig, C. J. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. C. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education (pp. 19–42). Bingley: Emerald Group.10.1108/art
   Google Scholar
• Davis, B., & Sumara, D. J. (1997). Cognition, complexity, and teacher education. Harvard Educational Review, 67, 105–124.
   Web of Science ®Google Scholar
• Deleuze, G. (1994). Difference and repetition. New York, NY: Columbia University Press.
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). Thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Edwards, R. (2006). A sticky business? Exploring the “and” in teaching and learning. Discourse: Studies in the Cultural Politics of Education, 27, 121–133.
   Google Scholar
• Gorodetsky, M., & Barak, J. (2008). The educational-cultural edge: A participative learning environment for co-emergence of personal and institutional growth. Teaching and Teacher Education, 24, 1907–1918.10.1016/j.tate.2008.01.006
   Web of Science ®Google Scholar
• Gorodetsky, M., & Barak, J. (2009). Back to schooling: Challenging implicit routines and change. Professional Development in Education, 35, 585–600.10.1080/19415250903000990
   Google Scholar
• Greene, M. (2013). The turning of the leaves: Expanding our vision for the arts in education. Harvard Educational Review, 83, 251–252.
   Web of Science ®Google Scholar
• Holzer, M. F. (2009). The arts and elementary education: Shifting the paradigm. Teachers and Teaching, 15, 377–389.10.1080/13540600903056718
   Web of Science ®Google Scholar
• Kaup, M. (2005). Becoming-baroque: Folding European forms into the new world baroque with Alejo Carpentier. The New Centennial Review, 5, 107–149.
   Web of Science ®Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self understanding, vulnerability and reflection. Teachers and Teaching, 15, 257–272.10.1080/13540600902875332
   Web of Science ®Google Scholar
• Law, J. (2004). And if the global were small and noncoherent? Method, complexity, and the baroque. Environment and Planning D: Society and Space, 22, 13–26.10.1068/d316t
   Web of Science ®Google Scholar
• MacLure, M. (2006). The bone in the throat: Some uncertain thoughts on baroque method. International Journal of Qualitative Studies in Education, 19, 729–745.10.1080/09518390600975958
   Google Scholar
• MacLure, M. (2011). Qualitative inquiry: Where are the ruins? Qualitative Inquiry, 17, 997–1005.10.1177/1077800411423198
   Web of Science ®Google Scholar
• Massumi, B. (1987). Translator’s foreword: Pleasures of philosophy. In G. Deleuze & F. Guattari (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.
   Google Scholar
• May, T. (2005). Gilles Deleuze. Cambridge: Cambridge University Press.10.1017/CBO9781139165419
   Google Scholar
• Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293–306.10.1080/0305764960260301
   Google Scholar
• Odum, E. P. (1971). Fundamentals of ecology (3rd ed.). Philadelphia, PA: W.B. Saunders.
   Google Scholar
• Price, F. (2013). Proximal ethnography: ‘inside-out-inside’ research and the impact of shared metaphors of learning. Teachers and Teaching: Theory and Practice, 19, 565–609.
   Web of Science ®Google Scholar
• Rajchman, J. (2000). The Deleuze connections. Cambridge: The MIT Press.
   Google Scholar
• Semetsky, I (2008). (Pre)Facing Deleuze. In I. Semetsky (Ed.), Nomadic Education (pp. VII–XXI). Rotterdam: Sense.
   Google Scholar
• Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real and imagined places. Malden, MA: Blackwell.
   Google Scholar
• St. Pierre E. A. (1997a). Nomadic inquiry in the smooth spaces of the field: A preface. International Journal of Qualitative Studies in Education, 10, 365–383.10.1080/095183997237179
   Google Scholar
• St. Pierre, E. A. (1997b). Circling the text: Nomadic writing practices. Qualitative Inquiry, 3, 403–417.10.1177/107780049700300403
   Google Scholar
• St. Pierre, E. A. (2004). Deleuzian concepts for education: The subject undone. Educational Philosophy and Theory, 36, 283–296.10.1111/j.1469-5812.2004.00068.x
   Google Scholar
• Styhre, A. (2002). Thinking with AND: Management concepts and multiplicities. Organization, 9, 459–475.10.1177/135050840293012
   Web of Science ®Google Scholar
• Turner, N. J., Davidson-Hunt, I. J., & O'Flaherty, M. (2003). Living on the edge: Ecological and cultural edges as sources of diversity for social-ecological resilience. Human Ecology, 31, 439–461.10.1023/A:1025023906459
   Web of Science ®Google Scholar
• Vinz, R. (1997). Capturing a moving form: ‘Becoming’ as teachers. English Education, 29, 137–146.
   Google Scholar
• Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S. Teaching and Teacher Education, 26, 1544–1552.10.1016/j.tate.2010.06.004
   Web of Science ®Google Scholar
• Zembylas, M. (2007). Risks and pleasures: A Deleuzo‐Guattarian pedagogy of desire in education. British Educational Research Journal, 33, 331–347.10.1080/01411920701243602
   Web of Science ®Google Scholar