Rhizoanalytic possibilities for exploring early childhood teachers’ emotions
Keywords:
posthumanist, affect, emotions, rhizoanalysis, early childhood teachersAbstract
This article addresses the question of how using conceptual tools from theories of Deleuze and Guattari to explore teachers’ emotions might open up cracks and fissures within taken-for-granted subjectivities and practices to think differently about early childhood teaching in Aotearoa New Zealand. A narrative data excerpt from a focus group is analysed using a process of tracing the constraints that produce usual ways of being and doing alongside a process of mapping affect that flows among interconnected human and more-than-human bodies, practices, memories and imagination. Teachers’ emotions may affirm pleasurable ways of teaching that conform to established discourses of early childhood teaching, and may also motivate desires to teach differently to enact lines of flight. The narrated event is assembled with its related narrative data, and assembled with the researcher and research theories, to suggest lines of flight that offer opportunities to reconceptualise early childhood education in more expansive ways.
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