Deleuze and collaborative writing as method of inquiry

Authors

  • Ken Gale University of Plymouth, UK
  • Helen Bowstead University of Plymouth, UK

DOI:

https://doi.org/10.47408/jldhe.v0i6.222

Keywords:

Learning development, Deleuze, lines of flight, the nomad, collaborative writing.

Abstract

This paper is based on an interview with Ken Gale in which he talks about his experiences of collaborative writing and the ways in which Deleuzian concepts such as the 'rhizome', 'lines of flight', the 'nomad', the 'fold' and the 'body without organs' have informed and inspired his research and practice. The potential for how these concepts could help in offering a new cartography for learning development is also explored.

 

Author Biographies

Ken Gale, University of Plymouth, UK

Ken Gale is a lecturer in post-16 education. Ken works in the Institute of Education at Plymouth University. His main teaching and research interests can broadly be contextualised within the philosophy of education. More specifically, he is interested in the spaces of inquiry that open up when the work of post structural theorists, in particular Deleuze, and Deleuze and Guattari, but also Foucault, Derrida, Butler and Irigaray. Ken's collaborative and performative teaching and research practices connect with narrative and autoethnographic forms of inquiry and he works to apply these to theory/practice or conceptual/contextual relations as a means of exploring and inquiring into a number of areas of interest, including subjectivity, friendship, gender, teaching and learning, and professional identity and practice style.

Ken has published widely and presented at a number of international conferences. He was part of a funded project to develop online resources on collaborative writing for early career researchers and faculty: www.writeinquiry.org . With Bronwyn Davies, Susanne Gannon and Jonathan Wyatt he co-authored the book, Deleuze and Collaborative Writing: An Immanent Plane of Composition (Peter Lang, 2011) and, recently, with friends and colleagues Jonathan Wyatt, Tami Spry, Ron Pelias and Larry Russell, he has co-authored the book How writing touches: an intimate scholarly collaboration which has recently been published by Cambridge Scholars Publishing. More recently, with Jonathan Wyatt, he has edited a Special Edition on collaborative writing for the journal International Review of Qualitative Research, published in early 2013. He is an associate member of the Higher Education Academy, a member of the International Association of Qualitative Inquiry and the Narrative Inquiry Centre at the University of Bristol, where he is also a Visiting Fellow.

Ken has three children, Katy, Reuben and Phoebe, has recently become a grandfather to Rohan James and lives, nurtures and sustains his soul in Cornwall in the UK.

Helen Bowstead, University of Plymouth, UK

Helen Bowstead is a Learning Development Advisor and member of the Learning Development team at Plymouth University. She also works part-time as an EFL lecturer. Helen is interested in narrative approaches to educational research and writing as a method of inquiry. Her most recent research project was an auto/ethnographical exploration of the impact of the internationalisation agenda and she has presented at a number of conferences on this theme including Discourse Power Resistance 2013. She has previously published two articles in the Journal of Learning Development in Higher Education (Teaching English as a Foreign Language and Coming to Writing) and she has recently contributed a chapter to a forthcoming collected edition entitled Working with Academic Literacies: research, theory, design edited by Theresa Lillis, Kathy Harrington, Mary Lea and Sally Mitchell.

Helen is particularly interested in exploring barriers to effective student writing and developing pedagogical approaches that encourage written confidence and fluency. She is currently working on a project with LD colleagues to open an on campus writing cafe.

Downloads

Published

09-12-2013

How to Cite

Gale, K. and Bowstead, H. (2013) “Deleuze and collaborative writing as method of inquiry”, Journal of Learning Development in Higher Education, (6). doi: 10.47408/jldhe.v0i6.222.

Issue

No. 6 (2013)

Section

Brief Communications

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).