Reconceptualising transition to Higher Education with Deleuze and Guattari

TAYLOR, Carol and HARRIS-EVANS, Jean (2018). Reconceptualising transition to Higher Education with Deleuze and Guattari. Studies in Higher Education, 43 (7), 1254-1267.

[img]
Preview
PDF
Taylor - Transition with D and G Complete Revised Clean version with names.pdf - Accepted Version
All rights reserved.

Download (479kB) | Preview
Official URL: http://www.tandfonline.com/doi/full/10.1080/030750...
Link to published version:: https://doi.org/10.1080/03075079.2016.1242567
Related URLs:

    Abstract

    This article draws on the philosophy of Deleuze and Guattari to reconceptualise transition to Higher Education. In doing so it contributes a new theoretical approach to understanding transition to Higher Education which largely remains under-theorised, uncritical and taken-for-granted. Drawing on data from two projects, the article activates Deleuze and Guattari’s concepts of assemblage, rhizome and becoming to contest the established view of transition as a linear pathway or series of ‘critical incidents’. The article illuminates how Deleuze and Guattari’s concepts are of value both in theorising the multiplicity and heterogeneity of transition and in refocusing attention on the lived specificities of students’ experiences within a complex web of institutional and affective practices. The article ends with a consideration of how Deleuze and Guattari recast understandings of transitions theory and practice.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/03075079.2016.1242567
    Page Range: 1254-1267
    Depositing User: Carmel House
    Date Deposited: 22 Nov 2016 17:30
    Last Modified: 12 Mar 2019 10:00
    URI: http://shura.shu.ac.uk/id/eprint/14077

    Actions (login required)

    View Item View Item

    Downloads

    Downloads per month over past year

    View more statistics