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Using Rhizomatic Thinking in Early Childhood Pedagogy to Avoid Making Other into Same

Cliffe, Johanna and Solvason, Carla ORCID: https://orcid.org/0000-0003-3072-0079 (2016) Using Rhizomatic Thinking in Early Childhood Pedagogy to Avoid Making Other into Same. TACTYC Reflections. pp. 1-6.

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Abstract

As early years educators many of us espouse a belief that all children are unique, but frequently enforce subtle barriers (often disguised as choice) to what we enable them to accomplish. Deleuze and Guattari’s (1987) philosophy of thought challenges these parameters and has the potential to strongly influence practice and personal beliefs. Applying their concept of rhizomatic thinking to encounters with children and colleagues can offer fresh insights, adding greater depth and multiplicity of meaning.

Item Type: Article
Additional Information:

The full-text of the published article can be accessed via the Official URL.

Uncontrolled Keywords: Early years educators, early childhood pedagogy, rhizomatic thinking
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: College of Arts, Humanities and Education > School of Education
Copyright Info: Open Access article
Depositing User: Carla Solvason
Date Deposited: 30 Jun 2016 13:11
Last Modified: 26 Nov 2019 09:27
URI: https://eprints.worc.ac.uk/id/eprint/4581

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