@article {Beighton:2013:0951-8398:1293,
title = "Assessing the mess: challenges to assemblage theory and teacher education",
journal = "International Journal of Qualitative Studies in Education",
parent_itemid = "infobike://routledg/tqse",
publishercode ="routledg",
year = "2013",
volume = "26",
number = "10",
publication date ="2013-11-01T00:00:00",
pages = "1293-1308",
itemtype = "ARTICLE",
issn = "0951-8398",
eissn = "1366-5898",
url = "https://www.ingentaconnect.com/content/routledg/tqse/2013/00000026/00000010/art00006",
doi = "doi:10.1080/09518398.2012.731539",
keyword = "Deleuze, teacher education, research, assemblage",
author = "Beighton, Chris",
abstract = "This article examines the Deleuzian concept of assemblage in educational research in the context of Teacher Education (TE) for the continuing education or Lifelong Learning sector. Drawing on Deleuzes creative approach to analysis, it
draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models elision
of more specific types of convergence, each of which is analysed. This is followed by suggestions which could help provide scope for creativity in research and practice in TE, if a set of challenges can be met. I argue that a situated and dynamic epistemological model is offered by assemblage
theory which recognises not just the spatial but also the temporal and political complexities of actual practice.",
}