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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 Discrete 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: | 17 Jun 2020 17:11 |
| URI: | https://eprints.worc.ac.uk/id/eprint/4581 |
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