Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education
Knight, Linda M. (2012) Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education. Discourse : Studies in the Cultural Politics of Education, 33(1), pp. 101-111.
This is the latest version of this eprint.
Education might be conceptualized as a swarm of signs. Deleuze, in Proust and Signs (1964/2000) suggests that “Everything that teaches us something emits signs” (p. 4). Such conceptualizations regard education as fluid, multiple and temporal; a young child can display great skill in decoding some signs but not others. Regarding education as temporal and complex operates at some distance to the sociocultural concepts suggested by Vygotsky (1978) which focus on linear sequences of gaining managed, culturally-loaded knowledge from more experienced others. Despite differing theorizations around apprenticeship, during early years education a child becomes sensitive to signs that collectively prioritize conventionalized knowledge acquisition and communication practices. Drawing for learning and communicating exemplifies apprenticeship as a creative process rather than as sequential or culturally driven, and serves to exemplify Deleuzian concepts around the relationships between time and learning, rather than age or development stage and learning.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||early child education, apprenticeship|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright Taylor & Francis 2012|
|Copyright Statement:||This is a preprint of an article whose final and definitive form has been published in the Discourse : Studies in the Cultural Politics of Education 2012.
Available online at http://dx.doi.org/10.1080/01596306.2012.632170
|Deposited On:||15 Feb 2012 22:54|
|Last Modified:||05 Nov 2013 04:01|
Available Versions of this Item
Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education. (deposited 04 Jul 2011 04:38)
- Grotesque gestures or sensuous signs? Rethinking notions of apprenticeship in early childhood education. (deposited 15 Feb 2012 22:54) [Currently Displayed]
Repository Staff Only: item control page