Machinic Assemblages: Women, Art Education and Space.

Article

Tamboukou, M. 2008. Machinic Assemblages: Women, Art Education and Space. Discourse: Studies in the Cultural Politics of Education. 29 (3), pp. 359-375.
AuthorsTamboukou, M.
Abstract

In this paper I explore connections between women, art education and spatial relations
drawing on the Deleuzo-Guattarian concept of machinic assemblage as a useful
analytical tool for making sense of the heterogeneity and meshwork of life narratives
and their social milieus. In focusing on Mary Bradish Titcomb, a fin-de-sie`cle Bostonian
woman who lived and worked in the interface of education and art, moving in between
differentiated series of social, cultural and geographical spaces, I challenge an image of
narratives as unified and coherent representations of lives and subjects; at the same time
I am pointing to their importance in opening up microsociological analyses of
deterritorializations and lines of flight. What I argue is that an attention to space opens
up paths for an analytics of becomings, and enables the theorization of open processes,
multiplicities and nomadic subjectivities in the field of gender and education.

Keywordsassemblages; microsociology; nomads; Titcomb; space; narratives
JournalDiscourse: Studies in the Cultural Politics of Education
Journal citation29 (3), pp. 359-375
ISSN0159-6306
Year2008
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1080/01596300802259129
http://hdl.handle.net/10552/169
Publication dates
Print03 Sep 2008
Publication process dates
Deposited04 May 2009
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Citation:
Tamboukou, M. (2008) ‘Machinic Assemblages: Women, Art Education and Space.' Discourse: Studies in the Cultural Politics of Education, 29 (3) 359-375.

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Tamboukou, M. 2000. Of other spaces: women's colleges at the turn of the century. Gender, Place and Culture: A Journal of Feminist Geography. 7 (3), pp. 247-263.
The paradox of being a woman teacher
Tamboukou, M. 2000. The paradox of being a woman teacher. Gender and Education. 12 (4), pp. 463-478.
Erasing sexuality from the blackboard
Tamboukou, M. 2002. Erasing sexuality from the blackboard. Australian Feminist Studies. 17 (38), pp. 135-149.
Writing Feminist Genealogies
Tamboukou, M. 2003. Writing Feminist Genealogies. Journal of Gender Studies. 12 (1), pp. 5-19.
Visual Silences, Nomadic Narratives
Tamboukou, M. 2008. Visual Silences, Nomadic Narratives. Auto/biography Yearbook.
Nomadic subjects: Young black women in Britain
Tamboukou, M. and Ball, Stephen J. 2002. Nomadic subjects: Young black women in Britain. Discourse: Studies in the Cultural Politics of Education. 23 (3), pp. 267-284. https://doi.org/10.1080/0159630022000029777
Interrogating the emotional turn: Making connections with Foucault and Deleuze
Tamboukou, M. 2003. Interrogating the emotional turn: Making connections with Foucault and Deleuze. European Journal of Psychotherapy, Counselling & Health. 6 (3), pp. 209-223.
Tracing heterotopias: writing women educators in Greece
Tamboukou, M. 2004. Tracing heterotopias: writing women educators in Greece. Gender and Education. 16 (2), pp. 187-207.
Rethinking the political subject: narratives of parrhesiastic acts
Tamboukou, M. 2005. Rethinking the political subject: narratives of parrhesiastic acts. International Journal of Critical Psychology.
Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa
Tamboukou, M. 2006. Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa. Gender and Education. 18 (3), pp. 231-250.
Re-imagining the narratable subject
Tamboukou, M. 2008. Re-imagining the narratable subject. Qualitative Research. 8 (3), pp. 283-292.