Teaching in, relating in, and researching in online teaching: the desiring cartographies of two second language teacher educator becomings

Abstract

This chapter is the actualization of an experimentation of two second language (L2) teacher educators (the authors) with(in) Deleuze and Guattari’s (1987) ontology and the associated concepts of agencement, desire, rhizomes, becoming, and affect to contribute to the everchanging knowledge base associated with the work and experiences of teacher educators at a time when such contributions are urgently needed. More precisely, this chapter sought to illustrate what could happen when, as teacher educators and researchers, we become “intimate” with the various elements of a research–teaching–learning–writing agencement. To do so, the chapter presents research based on material collected as part of a study on a mentoring experience between the authors. The second author was preparing to teach an online graduate course in L2 education to in-service teachers for the first time, while the first author had more experience with online teaching. Through the rhizoanalysis of three vignettes, the authors engaged with(in) their experiences by considering how various elements of the research–teaching–learning–writing agencement – particularly the most intensively affective ones – impacted and were impacted by other elements. With(in) this process, desire emerged as a praxis and a force capable of generating new knowledge in part by encouraging teachers and teacher educators (1) to experiment with learning, teaching, and conducting research with(in) the productive energy of desire, and (2) to disrupt affective powers as well as the role played by the body in such a process.

Citation

Bangou, F. and Arnott, S. (2018), "Teaching in, relating in, and researching in online teaching: the desiring cartographies of two second language teacher educator becomings", Decentering the Researcher in Intimate Scholarship (Advances in Research on Teaching, Vol. 31), Emerald Publishing Limited, Leeds, pp. 25-43. https://doi.org/10.1108/S1479-368720180000031004