Deleuze and Research in Motion

• In Event: Roundtable Session 55
  In Roundtable Session: Fieldworking in Philosophy as Methodology

Abstract

   The first presenter describes the process and questions the implications of using the philosophical ideas of Deleuze to inform and frame the analysis of a drama education process in a secondary school.

   The second presenter reviews biographical and autobiographical methodologies in educational research and reviews their important contributions to improving educational experiences in schooling (Franzosa, 1992). However, the paper argues that a fieldwork of the self provides important and nuanced ways to understand subjectivity instead of auto/biographical methods that insist on drilling down to an essential archeological subject (Smith, 2004). The paper draws its impetus from a three-year qualitative study that examined the role of Afrocentric schooling in Canada and the productive tensions involved with conducting research into racialized settings, groups, and researchers (Gilroy, 2000). The paper argues that a fieldwork of the self provides important ways to map subjectivity that do not rely on ideas of an essentialized self; but instead, map the arrangement and assemblage of milieu, affects, and serendipity involved in becoming (Deleuze and Guattari, 1987).

Author

• Mia Perry, The University of Regina