NDLI: Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education

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Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education

Content Provider	Scilit
Author	Knight, Linda
Copyright Year	2012
Description	Deleuze asserts that education is a mass of signs. Children learn to decode these signs, albeit in randomized and individual ways, displaying great skill in decoding some signs but not others, and demonstrating different acuities with different clusters of signs. Deleuzian notions of apprenticeship, a fluid becoming to knowledges as formal education is encountered, operate at some distance to linear, culturally loaded apprenticeship concepts embedded in sociocultural theories. Conceptualizing education as gestures and signs, and apprenticeship as temporal rather than developmental, makes it difficult to try to quantify what is learnt. Deleuzian notions of apprenticeship, whilst troubling, can begin to dislodge teaching and learning conventions, particularly around accessing and responding. This essay explores drawing as education in Deleuzian terms.
Related Links	https://core.ac.uk/download/pdf/10909317.pdf
Ending Page	111
Page Count	11
Starting Page	101
ISSN	01596306
e-ISSN	14693739
DOI	10.1080/01596306.2012.632170
Journal	Discourse: Studies in the Cultural Politics of Education
Issue Number	1
Volume Number	33
Language	English
Publisher	Informa UK Limited
Publisher Date	2012-02-14
Access Restriction	Open
Subject Keyword	Cultural Studies Children's Drawings Temporal Apprenticeship Early Childhood Critical Pedagogy Deleuze Communication Theory
Content Type	Text
Resource Type	Article
Subject	Education Linguistics and Language

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