Selected Publications
Bangou, F., Vasilopoulos, G. (2023). Becoming a technology-capable language teacher: A new materialist perspective. Practice: Contemporary Issues in Practitioner Education, 1-19. DOI: 10.1080/25783858.2023.2196029
This article draws on new materialist scholarship to detail how two teacher trainees’ professional knowledge and selves were constantly re-shaped within tangles of relations between human, material, and expressive elements associated with an online teacher education course in technology-enhanced language education with an optional community service learning component. Data consisted of the course assignments, student interviews, and online blogs. Through rhizoanalysis, the article shows how re-theorizing the function, and impact of human, expressive, and material elements in teacher education can open new avenues of potential transformation for teacher trainees away from neoliberal thinking and practices.
Bangou, F, (2022). Rhizo-creation of second language teachers’ capacity for technological integration. Canadian Journal of Learning and Technology, 48(3), 1-22.
This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in CALL. Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, and course materials. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role, and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.
Bangou, F. & Waterhouse, M. (2021). Introduction to the Special Issue: New Materialist Perspectives on Language Education/Regards néo-matérialistes sur la didactique des langues. Canadian Modern Language Review, 77(4). 291-313. The Canadian Modern Language Review: Vol 77, No 4 (utpjournals.press)
This is an introduction to the special issue of the Canadian Modern Language Review on New Materialist Perspectives on Language Education that I co-edited as a Guest Editor.
Bangou F, Waterhouse, M., and Fleming, D. (2020). Deterritorializing Language, Teaching, and Learning: Deleuzo-Guattarian Perspectives on Second Language Education. Leden, The Netherlands: Brill/Sense. Deterritorializing Language, Teaching, Learning, and Research – Deleuzo-Guattarian Perspectives on Second Language Education | Brill
In this book, ten scholars, specialized in the field of Second Language Education, call on the conceptual repertoire of Gilles Deleuze and Félix Guattari and their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).
Bangou, F. (2020). How Might Teacher Education in CALL Exist? Becomings and Experimentations. In F., Bangou, M., Waterhouse, and D., Fleming, (Eds.). Deterritorializing Language, Teaching, and Learning: Deleuzo-Guattarian Perspectives on Second Language Education (pp. 175-199). Leden, The Netherlands: Brill/Sense.
This chapter attempts to apprehend the intricate texture, changeability, and potentiality of the interrelationships between teacher education and CALL. It is guided by the following question: How might teacher education in CALL exist? The goal of the chapter is not to provide answers, but rather to open up a space to think differently about teacher education in CALL and to see new connections that we did not see before.
Bangou, F. (2019). Experimenting with Creativity, Immigration, Language, Power, and Technology: A Research Agencement. Qualitative Research Journal, 19(2), 82-92. https://doi.org/10.1108/QRJ-D-18-00015
This article is an experimentation of a researcher in contact with creativity, immigration, language, technology, and new materialist thoughts. As an experimentation, this article does not seek to provide definitive answers, but rather strives to create a space that is propitious to creativity and the emergence of novel thoughts.
Bangou, F. & Vasilopoulos, G. (2018). Disrupting course design in online CALL teacher education: An experimentation. E-learning and Digital Media, 15(3), 146-163.
This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning (CALL) within the development of a distance teacher education course on CALL. By deploying Deleuze and Guattari’s (1987) philosophy of immanence, the associated agencements of teacher becoming in CALL, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.
Bangou, F., Arnott, S. (2018). Teaching in, Relating in, and Researching in Online Teaching: The Desiring Cartographies of Two Second Language Teacher Educator Becomings (pp. 25-45). In K., Strom, T., Mills, and A., Ovens (Eds) Decentering the Researcher-Subject in Intimate Scholarship: Posthuman Methological Perspectives in Educational Research. Bingley, UK: Emerald Publishing.
This chapter is the actualization of an experimentation with Deleuze & Guattari's ontology to apprehend the intricate texture of the interrelationships between teacher education, technology, and research. With this in mind, the goal of this chapter is twofold: (i) to generate ways of thinking differently about the intricacy and changeability of becoming an online L2 teacher educator; and (ii) to illustrate what (potentially) can be produced when we do so. This chapter begins with a brief overview of an immanent perspective on becoming an online L2 teacher educator. It then introduces the research project and discusses three vignettes that map our own immanent experiences as mentor/mentee and researchers during the processes of becoming an online L2 teacher educator and writing this chapter.
Bangou, F. (2014). On the complexity of video in/as research: Perspectives and agencements. McGill Journal of Education, 49(3). 543-60.
The goal of this article is to consider the potential for digital video cameras to produce as part of a research agencement. Our reflection is guided in part by the rhizoanalysis of two vignettes. The first of these vignettes is associated with a short video clip shot by a newcomer student as part of a three-year research project that focused on the interrelationships between citizenship, technology, and pop culture. The second vignette relates to the entry of a piece of art into the research agencement. As an agencement in and of itself, the goal of this article is not to provide definitive responses, but rather to disrupt habitual ways of thinking about videos in / as research and potentially contribute to change.
Bangou, F. (2013). Reading ICT, Second Language Education and the self: An Agencement. In D. Masny (Ed.), Cartographies of Becoming in Education: A Deleuze-Guattari Perspective (pp. 145-163). Rotterdam: Sense Publishers.
In this chapter, Multiple Literacies Theory (Masny, 2009) is used to explore the experiences of three preservice second language teachers who were learning to integrate ICT into their practice. More precisely, I show that learning to teach a second language using ICT occurred through reading, reading the world, and self within the agencements of a Master of Education program. Here, factors such as ICT, curricula, teaching practices, beliefs, and even the preservice teachers themselves were connected forces that could potentially create change—and ultimately a better, more egalitarian world.
This article draws on new materialist scholarship to detail how two teacher trainees’ professional knowledge and selves were constantly re-shaped within tangles of relations between human, material, and expressive elements associated with an online teacher education course in technology-enhanced language education with an optional community service learning component. Data consisted of the course assignments, student interviews, and online blogs. Through rhizoanalysis, the article shows how re-theorizing the function, and impact of human, expressive, and material elements in teacher education can open new avenues of potential transformation for teacher trainees away from neoliberal thinking and practices.
Bangou, F, (2022). Rhizo-creation of second language teachers’ capacity for technological integration. Canadian Journal of Learning and Technology, 48(3), 1-22.
This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in CALL. Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, and course materials. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role, and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.
Bangou, F. & Waterhouse, M. (2021). Introduction to the Special Issue: New Materialist Perspectives on Language Education/Regards néo-matérialistes sur la didactique des langues. Canadian Modern Language Review, 77(4). 291-313. The Canadian Modern Language Review: Vol 77, No 4 (utpjournals.press)
This is an introduction to the special issue of the Canadian Modern Language Review on New Materialist Perspectives on Language Education that I co-edited as a Guest Editor.
Bangou F, Waterhouse, M., and Fleming, D. (2020). Deterritorializing Language, Teaching, and Learning: Deleuzo-Guattarian Perspectives on Second Language Education. Leden, The Netherlands: Brill/Sense. Deterritorializing Language, Teaching, Learning, and Research – Deleuzo-Guattarian Perspectives on Second Language Education | Brill
In this book, ten scholars, specialized in the field of Second Language Education, call on the conceptual repertoire of Gilles Deleuze and Félix Guattari and their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).
Bangou, F. (2020). How Might Teacher Education in CALL Exist? Becomings and Experimentations. In F., Bangou, M., Waterhouse, and D., Fleming, (Eds.). Deterritorializing Language, Teaching, and Learning: Deleuzo-Guattarian Perspectives on Second Language Education (pp. 175-199). Leden, The Netherlands: Brill/Sense.
This chapter attempts to apprehend the intricate texture, changeability, and potentiality of the interrelationships between teacher education and CALL. It is guided by the following question: How might teacher education in CALL exist? The goal of the chapter is not to provide answers, but rather to open up a space to think differently about teacher education in CALL and to see new connections that we did not see before.
Bangou, F. (2019). Experimenting with Creativity, Immigration, Language, Power, and Technology: A Research Agencement. Qualitative Research Journal, 19(2), 82-92. https://doi.org/10.1108/QRJ-D-18-00015
This article is an experimentation of a researcher in contact with creativity, immigration, language, technology, and new materialist thoughts. As an experimentation, this article does not seek to provide definitive answers, but rather strives to create a space that is propitious to creativity and the emergence of novel thoughts.
Bangou, F. & Vasilopoulos, G. (2018). Disrupting course design in online CALL teacher education: An experimentation. E-learning and Digital Media, 15(3), 146-163.
This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning (CALL) within the development of a distance teacher education course on CALL. By deploying Deleuze and Guattari’s (1987) philosophy of immanence, the associated agencements of teacher becoming in CALL, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.
Bangou, F., Arnott, S. (2018). Teaching in, Relating in, and Researching in Online Teaching: The Desiring Cartographies of Two Second Language Teacher Educator Becomings (pp. 25-45). In K., Strom, T., Mills, and A., Ovens (Eds) Decentering the Researcher-Subject in Intimate Scholarship: Posthuman Methological Perspectives in Educational Research. Bingley, UK: Emerald Publishing.
This chapter is the actualization of an experimentation with Deleuze & Guattari's ontology to apprehend the intricate texture of the interrelationships between teacher education, technology, and research. With this in mind, the goal of this chapter is twofold: (i) to generate ways of thinking differently about the intricacy and changeability of becoming an online L2 teacher educator; and (ii) to illustrate what (potentially) can be produced when we do so. This chapter begins with a brief overview of an immanent perspective on becoming an online L2 teacher educator. It then introduces the research project and discusses three vignettes that map our own immanent experiences as mentor/mentee and researchers during the processes of becoming an online L2 teacher educator and writing this chapter.
Bangou, F. (2014). On the complexity of video in/as research: Perspectives and agencements. McGill Journal of Education, 49(3). 543-60.
The goal of this article is to consider the potential for digital video cameras to produce as part of a research agencement. Our reflection is guided in part by the rhizoanalysis of two vignettes. The first of these vignettes is associated with a short video clip shot by a newcomer student as part of a three-year research project that focused on the interrelationships between citizenship, technology, and pop culture. The second vignette relates to the entry of a piece of art into the research agencement. As an agencement in and of itself, the goal of this article is not to provide definitive responses, but rather to disrupt habitual ways of thinking about videos in / as research and potentially contribute to change.
Bangou, F. (2013). Reading ICT, Second Language Education and the self: An Agencement. In D. Masny (Ed.), Cartographies of Becoming in Education: A Deleuze-Guattari Perspective (pp. 145-163). Rotterdam: Sense Publishers.
In this chapter, Multiple Literacies Theory (Masny, 2009) is used to explore the experiences of three preservice second language teachers who were learning to integrate ICT into their practice. More precisely, I show that learning to teach a second language using ICT occurred through reading, reading the world, and self within the agencements of a Master of Education program. Here, factors such as ICT, curricula, teaching practices, beliefs, and even the preservice teachers themselves were connected forces that could potentially create change—and ultimately a better, more egalitarian world.
Selected Presentations
|
Embracing the wild in Language Teacher Education: A New Materialist Experimentation- Keynote Address: 2022 Conference of the Canadian Asssociation of Applied Linguistics
The increasing interest in new materialist perspectives in applied linguistics and language education support the need for wild conceptual, methodological, and pedagogical resources that run against the grain, are future-oriented, and are creative (Bangou & Waterhouse, 2021; Geers & Carsten, 2021; Toohey, 2019). In the same vein, this presentation aims to illustrate what could be produced when new-materialist wild perspectives are put to work in language teacher education. To do so, a map of current new materialist lines of thought will serve as a springboard for illustrating how new materialist unconventional thoughts and concepts contributed to the transformation of an online graduate teacher education course in Technology-enhanced Language Education. Moreover, rhizoanalysis will be deployed to map how the intra-workings of multiple material, expressive, and human elements opened or not new avenues of potential transformations for language teacher trainees. Then, I will conclude with a discussion of how new materialist thoughts might contribute to a renewal and enrichment of Language Teacher Education. Bangou, F. & Waterhouse, M. (2021). Introduction to the Special Issue: New Materialist Perspectives on Language Education/Regards néo-matérialistes sur la didactique des langues. Canadian Modern Language Review, 77(4). 291-313. Geerts, E.; Carstens, D. (2021). Pedagogies in the Wild—Entanglements between Deleuzoguattarian Philosophy and the New Materialisms: Editorial. Matter, 2(1), I-XIV. https://doi.org/10.1344/jnmr.v1i3.33369 Toohey, K. (2019). The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research, Applied Linguistics, 40(6), 937–956, https://doi.org/10.1093/applin/amy046 | ||
Experimenting with creativity, immigration, language, power, and technology | Interview on Faculti (2021)
|
|
Embracing Matter: Unfolding Realms of Possibilities for Language Education through New Materialist Research. Featured presentation of the symposium - Ways of Becoming: Exploring new materialist perspectives in Educational research. World Congress of Applied Linguistics. Groningen, the Netherlands, 2021.
|
|
|
Regard rhizomique sur le potentiel créatif de l’apprentissage par l’engagement communautaire pour la mise en œuvre de pratiques inclusives en classe de langue. Symposium: Milieu minoritaire et populations minorisées: vers un enseignement pluriel. 9th International Conference on Second Language Pedagogies. Montréal, 2021.
|
|
|
On the Potential of Teacher Education in CALL: Thoughts and Becomings. CCERBAL Research Forum, Ottawa, 2016.
|
Other Resources
Allan, J. (2004). Deterritorializations: Putting postmodernism to work on teacher education and inclusion. Educational Philosophy and Theory, 36(4), 417-32.
Appleby, R., & Pennycook, A. (2017). Swimming with sharks, ecological feminism and posthuman language politics. Critical Inquiry in Language Studies, 14, 239–261. doi: 10.1080/15427587.2017.1279545
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Braidotti, R. (2013). The posthuman. Cambridge, UK, and Malden, MA: Polity Press.
Canagarajah, S. (2018). Materializing ‘competence’: Perspectives from international STEM scholars. The Modern Language Journal, 102(2), 268-291. DOI: 10.1111/modl.124640026-7902/18/268–291
Canagarajah, S. (2020). English as a Resource in a Communicative Assemblage: A Perspective from Flat Ontology. In C. Hall & R. Wicaksono (Eds.), Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment (Cambridge Applied Linguistics, pp. 295-314). Cambridge University Press. doi:10.1017/9781108685153.015
Canagarajah, S., (2020). Reconsidering Material Conditions in Language Politics: A Revised Agenda for Resistance. Nordic Journal of English Studies, 19(3), pp.101–114. DOI: http://doi.org/10.35360/njes.580
Carrington, S., & Iyer, R. (2011). Service-Learning within higher education: Rhizomatic interconnections between university and the real world. Australian Journal of Teacher Education, 36(6). Retrieved from http://dx.doi.org/10.14221/ajte.2011v36n6.3
Cole, D.R. (2011). Educational Life-Forms: Deleuzian Teaching and Learning Practices. Rotterdam: Sense Publishers
Cole, D.R. and Gannon, S. (2017). Teacher-Education-Desiring-Machines. Issues in Teacher Education, 26(3), 78-95.
Cool D. & Frost, S. (2010). New Materialisms: Ontology, Agency, and Politics. Durham, NC: Duke University Press.
Dagenais, D., Toohey, K., Bennett Fox , A., & Singh, A. (2017). Multilingual and multimodal composition at school: ScribJab in action, Language and Education, 31(3), 263-282, DOI: 10.1080/09500782.2016.1261893
Dagenais, D., Brisson, G., André, G., & Forte, M. (2020) Multiple becomings in digital story creation, Language and Intercultural Communication, 20(5), 419-432, DOI: 10.1080/14708477.2020.1776309
Devellennes, C., & Dillet, B. (2018). Questioning New Materialisms: An Introduction. Theory, Culture & Society, 35(7–8), 5–20. https://doi.org/10.1177/0263276418803432
Ennser-Kananen, J. & Saarinen, T. (Eds.). (2023). New materialist explorations into language education. Springer.
https://doi.org/10.1007/978-3-031-13847-8
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the sociomaterial. Routledge.
Fenwick, T. (2015). Sociomateriality and learning: A critical approach. In D. Scott & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 83–93). Sage.
Forte, M. (2022). Critical Posthuman Educational Inquiry: A Disruptive and Affective Approach. Cultural and Pedagogical Inquiry, 14(1), pp. 55-74
Fox N.J. & Alldred, P. (2021). Doing new materialist data analysis: a Spinozo-Deleuzian ethological toolkit, International Journal of Social Research Methodology, DOI: 10.1080/13645579.2021.1933070
Gale, K. (2007). Teacher education in the university: working with policy, practice and Deleuze. Teaching in Higher Education, 12(4), 471-483
Green, B. (2015). Thinking Bodies: Practice Theory, Deleuze, and Professional Education. In. B. Green & N. Hopwood (Eds.), The Body in Professional
Practice, Learning and Education: Body/Practice? (pp. 121-136). Dordrecht: Springer.
Guerretaz, A.M., Engman, M., M., & Matsumoto, Y. (2021). Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives. The Modern Language Journal, 105(S1), 3-20. https://doi.org/10.1111/modl.12691
Gurney, L., & Demuro, E., (2022). Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns. International Journal of Multilingualism, 19(3), 305-324. DOI: 10.1080/14790718.2019.1689982
Jackson, A. Y., & Mazzei, L. (2012). Thinking with theory in qualitative research. Viewing data across multiple perspectives. New York, NY: Routledge
Lather, P., & St. Pierre, E. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26, 629-633. DOI:10.1080/09518398.2013.788752
Masny, d. (2019). Deleuze and Guattari and teacher education. Oxford Research Encyclopedia of Education.
https://doi.org/10.1093/acrefore/9780190264093.013.374
McKay, L. M., Carrington, S., and Iyer, R. (2014). Becoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education. Australian Journal of Teacher Education, 39(3). http://dx.doi.org/10.14221/ajte.2014v39n3.10
Pennycook, A. (2018). Posthuman applied linguistics. New York: Routledge.
Petersen, E. B. (2018). ‘Data found us’: A critique of some new materialist tropes in educational research. Research in Education, 101(1), 5–16. https://doi.org/10.1177/0034523718792161
Rekret, P. (2016). A critique of new materialism: ethics and ontology. Subjectivity, 9, 225–245. https://doi.org/10.1057/s41286-016-0001-y
Rekret, P. (2018). The Head, the Hand, and Matter: New Materialism and the Politics of Knowledge. Theory, Culture & Society, 35(7–8), 49–72. https://doi.org/10.1177/0263276418806369
Poster, M., & Savat, D. (Eds.). (2009). Deleuze and New Technology. Edinburgh: Edinburgh University Press. http://www.jstor.org/stable/10.3366/j.ctt1r2cfn
Rosiek, J. L., Snyder, J., & Pratt, S. L. (2020). The new materialisms and indigenous theories of non-human agency: making the case of respectful anti-colonial engagement. Qualitative Inquiry, 26(3–4), 331–346. https://doi.org/10.1177/1077800419830135
Roy, K. (2003). Teachers in Nomadic Spaces: Deleuze and Curriculum. New York, NY: Peter Lang Publishing Inc.
Strom, K. J. and Martin, A. D. (2013). Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice. Studying Teacher Education: A journal of self-study of teacher education practices, 9(3), 219-235, doi:10.1080/17425964.2013.830970 http://dx.doi.org/10.1080/17425964.2013.830970
Strom, K. J. & Martin, A. D. (2017). Becoming-teacher: A rhizomatic look at first-year teaching. Rotterdam, The Netherlands: Sense Publishers.
Strom, K. (2015). Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching. Journal of Teacher Education, 1-13. Doi: 10.1177/0022487115589990
TallBear, K. (2015). Theorizing queer inhumanisms: An Indigenous reflection on working beyond the human/not human. GLQ: A Journal of Lesbian and Gay Studies, 21, 230–235. https://doi.org/10.1215/10642684-2843323
Toohey, K. & Dagenais, D. (2015). Videomaking as sociomaterial assemblage, Language and Education, 29(4), 302-316, DOI:10.1080/09500782.2015.1006643
Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A. and Schulze, L. (2015), “That Sounds So Cooool”: Entanglements of Children, Digital Tools, and Literacy Practices. TESOL Q, 49, 461-485. https://doi.org/10.1002/tesq.236
Toohey, K. (2018). Learning English at school: Identity, socio-material relations and classroom practice. Second Edition. Bristol, England: Multilingual Matters.
Toohey, K. (2019). The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research. Applied Linguistics, 40(6), 937–956, https://doi.org/10.1093/applin/amy046
Toohey, K., Smythe, S., Dagenais, D., & Forte, M. (Eds.). (2020). Rethinking Language and Literacy Pedagogies with New Materialities. Routledge.
UNESCO (2020). UNESCO Futures of Education - LEARNING TO BECOME