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Cultural Studies of Science Education

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27.09.2017 | Forum

Deeper than rhizomes, becoming decalcomaniacal: a reflexive response to Murakami and Siegel’s “Becoming Bermuda grass”

verfasst von: Debra Bailey Mitchell

Erschienen in: Cultural Studies of Science Education | Ausgabe 3/2018

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Abstract

In responding to Murakami and Siegel’s “Becoming Bermuda grass,” one is led to reflect on one’s own practice in what becomes an example of reflexivity. Following the authors’ lead of incorporating Deleuze and Guattari’s rhizomatic theory and the art form of decalcomania to reflect on practice, discoveries are made regarding the practice of a middle school science teacher. These reflective discoveries can be used to inform teaching practice in a manner that supports the development of identities of participation.

Vorheriger Artikel Becoming Bermuda grass: mapping and tracing rhizomes to practice reflexivity

Nächster Artikel I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum

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Titel: Deeper than rhizomes, becoming decalcomaniacal: a reflexive response to Murakami and Siegel’s “Becoming Bermuda grass”
verfasst von: Debra Bailey Mitchell
Publikationsdatum: 27.09.2017
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 3/2018
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-017-9824-2

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