Cartographies of Becoming in Education: A Deleuze-Guattari by Diana Masny (auth.), Diana Masny (eds.)

By Diana Masny (auth.), Diana Masny (eds.)

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Extra resources for Cartographies of Becoming in Education: A Deleuze-Guattari Perspective

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No longer thought as an egology (personological and egoic), Guattari would relaunch subjectivity along ecological lines capable of thinking the group-subject as an ecological assemblage born from differences of group association, connection, and alliance (Guattari, 2000). Eschewing the psychological image of the egoic whole over subjective ‘partcomponents’, Guattari (2000) would commence a mode of therapeutic action sensitive to the heterogeneous ecology of the subject and those institutional objects that palpate the subject’s becoming.

Deleuze and Guattari’s writing on music is perhaps best embodied in their seminal text A Thousand Plateaus: Capitalism and Schizophrenia (1987). In this work music is described as a “rhizome”, or weed, “that has always sent out lines of flight, like so many transformational multiplicities” (Deleuze & Guattari, 1987, pp. 11–12). The rhizome is a type of plant that spreads out over new ground forming a matrix of shoots and runners across the ground. ). The rhizome provokes a different kind of thinking about education in and through music.

As a field of study, institutional music education has in modern times been insular and introspective, in and of itself, remaining as it were untainted by the interests and provocations of other educational domains. The study of music has been primarily concerned with the demands of music itself as “tonal moving forms” (Hanslick, 1986) or “humanly organised sound” (Blacking, 1973) concentrating on both formalist and human-centred expressions of music study like performing, composing, and music scholarship.

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