Changing planes: rhizosemiotic play in transnational curriculum inquiry

This essay juxtaposes concepts created by Gilles Deleuze and Félix Guattari with worlds imagined by Ursula Le Guin in a performance of ‘rhizosemiotic play’ that explores some possible ways of generating and sustaining what William Pinar calls ‘complicated conversation’ within the regime of signs that constitutes an increasingly internationalized curriculum field. Deleuze and Guattari analyze thinking as flows or movements across space. They argue, for example, that every mode of intellectual inquiry needs to account for the plane of immanence upon which it operates—the preconceptual field presupposed by the concepts that inquiry creates. Curriculum inquiry currently operates on numerous nationally distinctive planes of immanence. I argue that the internationalization of curriculum studies should not presume a singular transnational plane of immanence but, rather, envisage a process performed by curriculum scholars with the capacities and competencies to change planes—to move between one plane of immanence and another and/or to transform their own planes. My essay is a ‘narrative experiment’ that takes seriously Deleuze’s argument that a work of philosophy should be, in part, a kind of science fiction, and also takes inspiration from Le Guin’s science fictional stories of ‘changing planes’ to generate productive and disruptive transnational agendas in curriculum inquiry.

When is a Deleuzian becoming ?

Much has been written recently about the Deleuzian concept of becoming. Most of that writing, especially in feminist criticism, has drawn from the later collaborations with Guattari. However, the concept of a becoming arises earlier and appears more consistently across the trajectory of Deleuze's work than the discussion of specific becomings might lead one to believe. In this paper, I trace the concept of becoming in Deleuze's work, and specifically in the earlier works. By doing so, I hope to shed some light on the specific becomings that are the focus of the collaborative work with Guattari, and to deepen an understanding of the concept in general.     

Values in Family Therapy Practice and Research: An Invitation for Reflection

Values have been shown to be a pervasive part of both marriage and family therapy (MFT) clinical practice and research. Yet, many therapists and researchers remain unclear about how values affect their work. This article examines the influence of Western philosophical assumptions and therapy traditions in light of current understandings of values in therapy. The influence of values in MFT research processes is similarly examined. Implications for how family therapy professionals can be more reflective and sophisticated in their understanding of values in clinical practice and scientific inquiry are discussed. Suggestions for addressing values in MFT training also are given.     

Blowin' in the Wind—Considering the Impact of “Inadvertent Touch” Commentary on Paper by Graham Bass

In my discussion of Graham Bass's paper, my comments fall under three main categories: an aspect of Bass's theoretical/technical view that informs his conscious clinical choices, his incredible work with Robert as presented in the written case, and, finally, theory in practice as exemplified in his phrase, “inadvertent touch.” I mean for my perspective and the purely personal associations that are stimulated by this case to evoke further discussion and, in general, open some sort of useful dialogue. I believe that anybody who sits with severely dissociated patients would agree that, side-by-side with the necessary terror creeping around in the room, we often experience a confusing, sometimes even silly, “higgledy-piggledy” that seems pathognomonic to the work entailed. This weird experience seems, almost, to set our sense of continuity and logic on its edge. When reading Bass's paper, we must, to maintain our equilibrium, begin by taking for granted some of the contradictory, nonlinear aspects of his reporting, which is, after all, an accurate reflection of what happens in this work. At the level of theory in practice, I consider the implications for symbolic realization in the clinical process when touch need not be relegated to the category of the “inadvertent.”     

The Rise of the Machines: Deleuze's Flight from Structuralism

In this paper, I offer an account of the conceptual shift that occurs between the work completed by Gilles Deleuze prior to 1969 and his later work with Félix Guattari, beginning in 1972 with Anti‐Oedipus. Against previous interpretations, which have concentrated on the developments initiated by Deleuze, I argue for the primary importance of Guattari's influence, especially his insistence on a theory of “machinic processes.” The importance of these processes is made manifest in Deleuze and Guattari's move away from theories of structuralism. In order to carry out this task, I offer a close reading of Guattari's essay “Machine and Structure.” This essay was first written as a review of Deleuze's acclaimed work in Difference and Repetition and Logic of Sense and formed the basis for Deleuze and Guattari's first meeting. In the concluding sections of the paper, I show how the integration of the concept of the machine allows Deleuze and Guattari to develop a theory of the unconscious that operates outside of the boundaries traditionally set by structuralist analysis.     

Deleuze and Guattari's Absent Analysis of Patriarchy

Feminist philosophy has offered mixed opinions on the collaborative projects of Gilles Deleuze and Félix Guattari. But although there has been much discussion of the political expediency of what Deleuze and Guattari do say about sexual difference, this article will outline what is absent from Anti‐Oedipus and A Thousand Plateaus (the two volumes comprising Capitalism and Schizophrenia). Specifically, I will argue that though Deleuze and Guattari offer a historical account of a range of power structures—most notably capitalism, but also despotism, fascism, and authoritarianism—they give no such account of the development of patriarchy. Secondarily, this article will argue that Deleuze and Guattari's analysis of contemporary power relations could be improved by adding an accompanying analysis of the institution of patriarchy. After offering a detailed account of the technical vocabulary used by Deleuze and Guattari for the analysis of political institutions, I will argue that what their work requires is an account of how patriarchy is historically produced by an “abstract machine” of masculinity. This article will finish with some suggestions for the way that such an account could be given via an analysis of the abstract machine of phallusization.     

Families of Youth Who Have Sexually Offended: Understanding Shared Experiences and Moving Towards a Typology

Theoretical frameworks like Family Systems and Ecological Theories that postulate youth development is shaped by interconnected and interdependent systems begets further inquiry into classifications of such systems. Developing family typologies of youth who commit sexual crimes may inform etiology, service approaches, and judicial responses. In collaboration with a state Sex Offender Management Board, this study analyzed the perspectives of treatment providers (N = 19) on families of youth who have committed sexual crimes. Using deductive coding strategies including hypothesis and elaborative coding; observer triangulation and inter-subjective agreement; constant comparison analyses; and other rigorous qualitative techniques, findings confirmed and expanded upon extant literature. Results revealed a spectrum of open and closed family systems and common experiences including distorted perceptions of sexuality, protection of the family system, and other contextual influences. Findings are integrated with the theoretical frameworks and recommendations are offered to improve practices and typological research.     

Religious Wars in the NDE Movement: Some Personal Reflections on Michael Sabom's Light & Death

After a short personal glance at the early days of the field of near-death studies, I offer an open letter to Michael Sabom in response to his book, Light & Death (Sabom, 1998). This letter is in effect both a reply to certain criticisms Sabom has made of my work and an attempt to make public certain significant changes in my own view of near-death experiences (NDEs) since the publication of Heading Toward Omega (Ring, 1984), particularly in regard to their being a catalyst for higher consciousness. The second part of this essay presents a personal perspective on the ideological role of religion in the NDE movement, which I see as corrupting the original vision that prompted the formation of the field of near-death studies. I end with an ecumenical call for a return to the values of nontheologically driven inquiry with which near-death studies began.     

The network perspective: an integration of attachment and family systems theories

In this article we discuss the network paradigm as a useful base from which to integrate attachment and family systems theories. The network perspective refers to the application of general systems theory to living systems, and provides a framework that conceptualizes the dyadic and family systems as simultaneously distinct and interconnected. Network thinking requires that the clinician holds multiple perspectives in mind, considers each system level as both a part and a whole, and shifts the focus of attention between levels as required. Key epistemological issues that have hindered the integration of the theories are discussed. These include inconsistencies within attachment theory itself and confusion surrounding the theoretical conceptualizations of the relationship between attachment and family systems theories. Detailed information about attachment categories is provided using the Dynamic Maturational model. Case vignettes illustrating work with young children and their families explore the clinical implications of integrating attachment data into family therapy practice.     

Family therapy supervision: A review and critique of the literature

This article reviews literature related to family therapy supervision which appeared in major journals between 1980 and August, 1985. The authors conclude that the level of theoretical inquiry and research regarding family therapy supervision has not kept pace with broader developments in theory and practice in the field. A selected review of clinical supervision literature from allied disciplines is included to provide an impetus for the family therapy field.     

Family psychology and family therapy in Japan

The development of family psychology and family therapy in Japan has occurred mostly since the 1980s. This development was originally activated by the major social issue in contemporary Japan of school refusal, in which more than 127,000 children either overtly refuse to or claim that they cannot go to school. From a family perspective, this problem is analyzed as it relates to the confusion that children experience from unbalanced and unclear boundaries in family relations or "membranes." An approach to family therapy that adapts systems theory and integrates a clay sculpting medium has been developed to work with Japanese families confronting this problem. The design and implementation of preventative family psychology programs applied at the community level are also an important part of the future development in these fields.     

Scientific Research and Human Rights: A Response to Kitcher on the Limitations of Inquiry

In his recent work exploring the role of science in democratic societies Kitcher (Science in a democratic society. Prometheus Books, New York, 2011) claims that scientists ought to have a prominent role in setting the agenda for and limits to research. Against the backdrop of the claim that the proper limits of scientific inquiry is John Stuart Mill’s Harm Principle (Kitcher in Science, truth, and democracy. Oxford University Press, New York, 2001), he identifies the limits of inquiry as the point where the outcomes of research could cause harm to already vulnerable populations. Nonetheless, Kitcher argues against explicit limitations on unscrupulous research on the grounds that restrictions would exacerbate underlying social problems. I show that Kitcher’s argument in favor of dissuading inquiry through conventional standards is problematic and falls prey to the same critique he offers in opposition to official bans. I expand the conversation of limiting scientific research by recognizing that the actions that count as ‘science’ are located in the space between ‘thinking’ and ‘doing’. In this space, we often attempt to balance freedom of research, as scientific speech, against the disparate impact citizens might experience in light of such research. I end by exploring if such disparate impact justifies limiting research, within the context of the United States, under Title VII of the Civil Rights Act of 1964 or under international human rights standards more generally.     

A study of families' satisfaction with a family interventions in psychosis service in Somerset

Although research has shown the efficacy of family interventions in psychosis, there has been little research into families' own experience of services in routine clinical settings. Fifteen of the first twenty-two referrals to a Somerset Family Interventions Service agreed to take part in semi-structured interviews regarding family satisfaction and clinical outcome. High levels of engagement and satisfaction with the service were reported in spite of initial apprehension regarding family sessions. Family members thought that the sessions had helped them deal more effectively with problems and relatives' symptoms. They valued the opportunity for open discussion, developing new perspectives and problem-solving, as well as liaison/closer working with mental health services. Positive therapeutic qualities/skills (e.g. empathic, non-judgemental approach; mutually agreed goals) were highlighted. This study also indicated that successful engagement in family work requires referral at an early stage. The findings of this study, particularly those relating to the therapeutic relationship, are discussed, including their relevance for future research.     

More than Data Collectors: A Systematic Review of the Environmental Outcomes of Youth Inquiry Approaches in the United States

Over the last twenty years, research on the impact of engaging children and adolescents in the generation of new knowledge about their lives, schools, and communities, has grown tremendously. This systematic review summarizes the findings from empirical studies of youth inquiry approaches in the United States, with a focus on their environmental outcomes. Searches of four interdisciplinary databases retrieved a total of 3,724 relevant articles published between 1995 and 2015. Sixty‐three distinct studies met the systematic review inclusion criteria, of which, 36 (57.1%) reported that the youth inquiry approach contributed to positive changes among adults, peers, organizations, and/or institutions. These environmental outcomes were qualitatively recorded, inductively categorized, and then organized into Bronfenbrenner's ecological framework. Youth inquiry approaches led to practitioner growth and changes in peer group norms at the micro‐system level, program development or improvement and research benefits at the meso‐system level, and school, city, and state level policy adoption at the exo‐system level. Qualitative methods, especially case studies, were most commonly used to evaluate the impact of youth inquiry approaches on environmental outcomes. Studies of approaches that utilized advocacy to create change, targeted decision‐makers as the audience for the youth's work and convened for a longer duration were more likely to report improved environmental outcomes. This systematic review suggests that youth inquiry approaches are a promising strategy for ecological systems change.     

Student Inquiry in a Physics Class Discussion

There is a long, rich history of arguments for the importance of involving students in a process of inquiry. For many instructors, however, promoting student inquiry is a difficult agenda to pursue for two reasons. First, there is often tension for instructors between concerns for this agenda and more traditional concerns for the correctness and completeness of students' understanding. Second, it is not easy to recognize when productive student inquiry is taking place. For a teacher in class, what is valuable about the students' participation at any given moment may not be as obvious as what is flawed and ambiguous in their arguments. For this article, I analyze a short excerpt from a high school physics class discussion to consider the value of the students' work as inquiry and to illustrate a teacher's negotiation of the tension between inquiry and traditional content-oriented concerns. In this way, I try to discover the beginnings of science in what the students say and do, rather than to apply criteria from a particular model of scientific reasoning. This exploration for students' knowledge and abilities is offered both as an approach to research on student inquiry and as a mode of instructional practice to support that inquiry.     

Participatory action research with self-help groups: An alternative paradigm for inquiry and action

Conclusion I have not sought here to make a case for participatory action research as theonly mode for inquiry and action with self-help groups, but to raise issues that may help counter the dominance of the conventional model and encourage a more pluralistic scientific enterprise. Researchers must be competent in and free to use (or try to use) whatever paradigms and techniques best fit their own epistemological preferences, the phenomena they wish to understand, and the goals and resources they and their coparticipants have. In particular, the assumptions and operating styles associated with PAR seem especially relevant and useful for inquiry and action that can advance knowledge about, and contribute to the effectiveness of, self-help groups. Dogma about the proper scientific method may suit the current scientific establishment and governmental funding agencies, but it does not necessarily lead to good research, research that is valid and useful to the scholarly community and to the self-help movement.In preparing this paper I benefited enormously from the suggestions of David Bargal, Thomasina Borkman, Barry Checkoway, Thomas Powell, and Margaret Weigers. An informal version of this paper was presented at the Planning Session on Collaboration with Parent Groups, sponsored by the National Project on Self-Help Groups, funded by a grant from Maternal and Child Health (MCJ-009127).     

Ethics,Subjectivity, and Sociomaterial Assemblages: Two Important Directions and Methodological Tensions

Research that explores ethics can help educational communities engage twenty-first century crises and work toward ecologically and socially just forms of life. Integral to this research is an engagement with social theory, which helps educators imagine our shared worlds differently. In this paper I present two theoretical-methodological directions for educational research that centres ethics: Ethics and (human) subjectivity; and Ethics-in-assemblage. While both approaches might be seen as commensurable, they can also be seen as quite divergent. Using Michel Foucault’s later work on subjectivity and ethics, as well as recent work in Anthropology, I present a methodological direction for research into ethical subjectivity, how students come to see themselves as self-reflective ethical actors. Relevant here is the tension between ethics and politics, individual and collective modes of being, as both are crucial to both struggles for justice on a damaged planet. The second direction involves a sociomaterialist approach that employs Deleuze and Guattari’s concept of ‘assemblage’ as well as Karen Barad’s notion ‘entangled responsibility’ to show that ethics can also be seen to co-emerge with/in phenomena that exceed human relations. In short, exploring ethics through educational research means simultaneously examining ethics as subjectivity and ethics as co-emergent larger assemblages/phenomena.     

A Multilevel Examination of the Relationship Between Leader–Member Exchange and Work–Family Outcomes

Purpose

Recent work–family literature has identified leadership as an area for practical research inquiry. The purpose of the present study was to conduct a multilevel analysis that applies leader–member exchange (LMX) and conservation of resources theories as frameworks for optimizing subordinates’ work–family experiences.

Design/Methodology/Approach

Effects of the interaction between individual-level and workgroup-level LMX on work–family outcomes were examined using web-based survey data from 765 information technology workers in 79 workgroups.

Findings

High LMX was linked to reduced work interference with family, perceptions of managerial support, perceived career consequences, and organizational time demands. However, the benefits of high LMX were attenuated in the presence of low workgroup LMX for all outcomes except managerial support.

Implications

Findings suggest that an individual’s work–family experiences are influenced by both self and others’ supervisory relationships and provide further support for the efficacy of multilevel examinations of LMX. Results support LMX theory as a framework for enhancing work–family outcomes. Through individual and group-level LMX, supervisors may foster perceptions that shape work–family micro-climates within the same organization.

Originality/Value

This study focuses on a practical avenue for intervention (i.e., leadership) using a theoretically grounded approach. It uncovers a possible mechanism—high individual and group LMX—through which work–family outcomes can be improved. Additionally, this study answers calls in the work–family literature for research with implications for intervention and employs multilevel modeling.

     

‘It’s silly these doors don’t open’: a six-year-old girl emerges from a chronic state of emotional withdrawal

This clinical paper explores the way in which the first two years of a long-term psychotherapy helped six-year-old Anna to lessen her retreat into a chronic withdrawn emotional state. Over the course of the first year she would occasionally pick up the fridge from the doll’s house and try to open the doors, but because the fridge was actually a block of wood the doors could not open. In treatment, this inquiry came to represent the difficulties of engaging and making contact with a baby who found it very hard to feed. The author describes how, as Anna entered into a therapeutic relationship, it slowly became clear that there was an inner world jam-packed with persecutory anxieties and a family history of unmourned loss and trauma. Through fear Anna slammed the doors to her mind – to knowing herself – and by not feeding, Anna starved herself of opportunities for mental growth. It took some time for her to state, “it’s silly these doors don’t open, they should”. In the discussion of this clinical material the author draws on the work of Francis Tustin, Alessandra Piontelli and Marguerite Reid to consider the link between intergenerational and prenatal trauma and subsequent emotional disturbance in the child.