Bloomsbury Academic Subjectivity and Social Change in Higher Education: A Collaborative Arts-Based Narrative (Social Theory and Methodology in Education Research)

Review "Excellently using theory and methodology to imagine novel ways of thinking about subjectivity and social change, this volume shows how Deleuze and Guattari's philosophy provides a unique lens for re-considering higher education transformation. The rich ideas and evocative writing will be inspiring for educators and scholars who wish to enhance their instructional and theoretical repertoires of arts-based methodologies in higher education." --Michalinos Zembylas, Professor of Educational Theory and Curriculum Studies, Open University of Cyprus, Cyprus, and Honorary Professor and Chair of Critical Studies in Higher Education Transformation, Nelson Mandela University, South Africa Product Description Informed by Deleuze and Guattari’s concepts of the assemblage and the wound-event, this book examines the complexity of educator subjectivity and social change within the higher education context in South Africa. The authors use arts-based methods to explore educators’ experiences of personal and professional challenges in a rapidly changing context. The method is informed by critical, narrative and arts-based research traditions that extend into post-qualitative, autobiographical, performative and collaborative methods of inquiry. The book plays with the conflation of theory and methodology, to think about educator subjectivity as fluid and responsive to changing contexts. By understanding educator subjectivity as multiple and emergent rather than centered and fixed, the authors open new research avenues to explore themes of transformation, decolonisation and social change. About the Author Liezl Dick is a Researcher at the Free State Center for Human Rights, University of the Free State, South Africa.Marguerite Müller is Lecturer in Curriculum Studies at the University of the Free State, South Africa.