ABSTRACT

This paper addresses the irruptive potentiality of language in rethinking pivotal concepts in pre-service and in-service teacher education. Drawing on Deleuze and Guattari’s reconceptualization of language, we undertake a radical undoing of dominant concepts of pedagogy, curriculum, and assessment as ‘order-words’ that variously segment, delimit, and potentialize lines of subjectification and signification in professional learning settings. We argue for a speculative and affirmative engagement with the complex trajectories of teacher education in light of this post qualitative turn, focusing on how Deleuzoguattarian concepts decouple the act of teaching from the ‘teacher’ as personal subject, and resituate the event of teaching within assemblages of felt transitions and vital forces. Working through vignettes that affirm transversal alternatives for exploring how teaching ‘thinks’ through events, we conclude by considering ways that teaching approaches the immanent outside of language, or what Deleuze simply referred to as ‘a life’.

摘要

本文探讨了语言在重新思考职前和在职教师教育中的关键概念方面的颠覆性潜力。借鉴德勒兹和加塔里对语言的重新概念化，我们彻底取消了教育学、课程和评估的主导概念作为“命令词”，这些词在专业学习环境中对主体化和意义线进行了不同的分割、界定和潜在化。鉴于这种后质的转变，我们主张对教师教育的复杂轨迹进行推测性和肯定性的参与，重点关注德勒佐瓜塔尔的概念如何将教学行为与作为个人主体的“教师”分离，并在集合中重新定位教学事件感觉过渡和生命力。