Ian Cook [10]Ian G. Cook [1]
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  1.  77
    Spinning in the NAPLAN Ether: 'Postscript on the Control Societies' and the Seduction of Education in Australia.Ian Cook & Greg Thompson - 2012 - Deleuze and Guatarri Studies 6 (4):564-584.
    This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship (...)
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  2. Mapping Teacher-Faces.Greg Thompson & Ian Cook - 2013 - Studies in Philosophy and Education 32 (4):379-395.
    This paper uses Deleuze and Guattari’s concept of faciality to analyse the teacher’s face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an ’overcoded’ face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of signifiance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to (...)
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  3.  18
    Producing the NAPLAN Machine: A Schizoanalytic Cartography.Greg Thompson & Ian Cook - 2015 - Deleuze and Guatarri Studies 9 (3):410-423.
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    Reading Mill: Studies in Political Theory.Ian Cook - 1998 - St. Martin's Press.
    This book studies the work of John Stuart Mill in order to answer the question: what is political theory? Looking at what political theorists have written about this subject leads to the conclusion that they have different ways of defining political theory, resulting in different readings of political theory. In defense of this argument, Reading Mill includes three different readings of the works of John Stuart Mill and identifies a fourth type of political theorist unlikely to read Mill. When it (...)
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  5.  31
    Creativity, Group Pedagogy and Social Action: A Departure From Gough.James Evans, Ian Cook & Helen Griffiths - 2008 - Educational Philosophy and Theory 40 (2):330–345.
    The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of 'becoming cyborg' in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's (...)
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  6.  15
    The Logics of Good Teaching in an Audit Culture: A Deleuzian Analysis.Greg Thompson & Ian Cook - 2013 - Educational Philosophy and Theory 45 (3):243-258.
    This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning ?good teaching?. Using Deleuze?s concepts of series, events, copies and (...)
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  7.  13
    Theorising Schmitt’s Friend-Enemy Through Deleuzian Folding and First-Person Shooters.Ian Cook - 2009 - Symploke 17 (1-2):215-230.