Nouveau/ New


L'unité de recherche en littératies multiples présente/ Multiple Literacies Research Unit presents:

CA/R/TOGRAPHIES OF DESIRE:
KNITTING AS THEORIZING ON PRODUCTIVE FORCES IN EDUCATION

Linda Knight, Queensland University of Technology

mai & juin 2012/May & June 2012
Pavillon Lamoureux, local 394 / Lamoureux Hall, Room 394

As an academic my arts based education research - ABER (Eisner 1998) often challenges dissemination preferences, particularly in the domain of education research (Barone, 2008). I explore the complex relationships between different ways of knowing to work through and push MLT (Masny 2008) concepts, and to advocate for diverse literacies in education contexts.

I undertake a/r/tographic (Irwin & Springgay, 2008) artistic working as a process for theorizing. A/r/tographic working interrogates networks of activity that spring forth from teaching, researching, creating and focuses on ways of knowing, doing and making. It enables production in different domains, practices and activities because it seeks out moments of tension as these faculties collide and intercept.
Knitted cardigans, baby trousseaus are a form of skin-making; a covering and close mapping – a cartography of the body frame. They envelop and when they are taken off they are pregnant with becoming, with the movements they flowed through, undertook with the body within them. They are brimming with forces, desirings, shiftings, manipulations.

A series of knitted skins; bodies without organs (Deleuze & Guattari, 1980/1987) are presented as recent works that form physical manifestations of my interest and exploration of Deleuzian and Guattarian concepts. These are literally bodies without organs, but offer residence to “the field of immanence of desire” (p.170) each viewer chooses to attach to them. Deleuze and Guattari (1980/1987) discuss the extreme desirings of masochists, drug users, schizophrenics and lovers. These knitted body shells resonate with frustrated desirings, “intensive principles of organs, with their positive indefinite articles, within a collectivity or multiplicity, inside an assemblage” (p. 182).

Knitting takes on embodied practice (Irwin & Springgay, 2008) and becomes research, investigation, theorization. The knitting of the wool, the looping, crossing, hooking connects to the project rationale and engages in rhizomatic ca/r/tographing of the body without organs (Deleuze & Guattari 1980/1987). As they are produced and the knitting leaves the needles it falls to the floor as a knitted sack, a rhizomatic after-event.

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L'unité de recherche en littératies multiples présente/ Multiple Literacies Research Unit presents:

CE QUE LES JEUNES HAÏTIENS PENSENT DES LANGUES...

Carole Fleuret, Faculté d'Éducation

Le mecredi 21 mars 2012
Wednesday, March 21st, 2012

16h30 à 18h00 / 4:30 p.m. to 6:00 p.m.
Pavillon Lamoureux, local 477 / Lamoureux Hall, Room 477

La présentation sera en français / The presentation is in French

Dans cette présentation, nous aborderons les représentations entretenues à l’égard des langues chez 11 jeunes Haïtiens de Montréal scolarisés en langue seconde et l’existence d’une relation entre ces représentations et l’apprentissage de l’écrit en français langue seconde. Bien que cette recherche soit exploratoire, les résultats soulignent que la majorité d’entre eux reconnaissent une forme d’égalité des langues sur les plans linguistique et communicationnel. Cependant, en ce qui a trait au créole, il semble que cette égalité soit plus difficile à édifier au regard du français, notamment chez les enfants qui ont plus de difficultés à appréhender la langue écrite.

Affiche/Poster (.JPG)

 

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DISCOURSE: STUDIES IN THE CULTURAL POLITICS OF EDUCATION
Volume 33 Number 1 Rebruary 2012
SPECIAL ISSUE
Education and the politics of becoming
Guest Editors: DIANA MASNY & DAVID R. COLE

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POLICY FUTURES IN EDUCATION
Volume 9 Number 4 2011 ISSN 1478-2103
SPECIAL ISSUE
Deleuze, Pedagogy and Bildung
Guest Editors: INNA SEMETSKY & DIANA MASNY
Inna Semetsky & Diana Masny. Introduction. The ‘Untimely’ Deleuze: some implications for educational policy
Olaf Sanders. Deleuze’s Pedagogies as a Theory of ‘Bildung’: becoming-pedagogue and the concept of a new school
Manuel Zahn. ‘Pedagogy of Perception’: notes on Film-Bildung with Deleuze
Taru Leppänen. Babies, Music and Gender: music playschools in Finland as multimodal participatory spaces
Inna Semetsky & Terence Lovat. Bringing Deleuze’s Philosophy into Discourse on Values Education and Quality Teaching: an Australian model
Diana Masny. Multiple Literacies Theory: exploring futures
Monica Waterhouse. Deleuzian Experimentations in Canadian Immigrant Language Education: research, practice and policy
Inna Semetsky & Joshua A. Delpech-Ramey. Educating Gnosis/Making a Difference
In conversation with Jacques Daignault and Diana Masny
Access to the full texts of current articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view two years after first publication.
PERSONAL SUBSCRIPTION (single user access). Subscription to the 2012 issues, which includes full access to ALL back numbers (including those of 2011), is available to individuals at a cost of US$54.00. If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribePFIE.asp
LIBRARY SUBSCRIPTION (institution-wide access). If you are working within an institution that maintains a Library, please urge them to purchase a Library subscription soaccess is provided throughout your institution; full details for libraries can be found at www.symposium-journals.co.uk/prices.html
For all editorial matters, including articles offered for publication, please contact the Editor, Professor Michael A. Peters (mpeters@waikato.ac.nz).
In the event of problems concerning a subscription, or difficulty in gaining access to the articles,please contact the publishers at support@symposium-journals.co.uk

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L'unité de recherche en littératies multiples présente/ Multiple Literacies Research Unit presents:

EXPLORING CANADIAN NEWCOMERS’ ACCESS TO THE INTERNET

Catrina Ascenuik, Faculty of Education

Le mardi 8 novembre 2011
Tuesday, November 8th, 2011

16h30 à 18h00 / 4:30 p.m. to 6:00 p.m.
Pavillon Lamoureux, local 477 / Lamoureux Hall, Room 477

 

This presentation highlights the results of a study, which explored a group of newcomers’ access to the Internet. The purpose of this study was to discover how the distribution of resources within and outside an Enhanced Language Training (ELT) program affected a group of newcomers’ access to Internet literacy development. The four kinds of access examined were motivational, material/physical, skills, and usage access. This qualitative case study is based on van Dijk’s Digital Divide framework (2005), and Warschauer’s Model of Social Inclusion (2004). The eight themes found in this study will be discussed, along with an analysis of how the data found in this study can be implemented in the curriculum used in ELT classrooms. The presentation will be in English.

 


Nouvelle Page / New Page

TLM - Deleuze groupe de lecture / MLT - Deleuze Study Group


Français: English:

Notre chaîne/ Our channel: (MLTunit)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Fractales par Philippe de Courcy & Images utilisées avec la permission de Microsoft.com

Fractals by Philippe de Courcy & Images used with permission from Microsoft.com

Littératies multiples

 

Multiple Literacies