But I Had Windows

  • Mark D. Vagle


Vagle tells a story of three visceral moments from his childhood—that together he now reads as entangled intensities (Deleuze & Guattari, A thousand plateaus: Capitalism and schizophrenia, 1987), which have settled in his socially classed, White body (Jones & Vagle, Educational Researcher, 42(3), 129–141, 2013).

The first moment centers on moving to a new house when he was six years old. He calls this embodied moment pride. The second moment takes place a couple of years later at his first overnight at a friend’s house. He calls this embodied moment concern. The third moment takes place when, at 18, he left his town for a private liberal arts college. He calls this embodied moment loneliness.

Vagle closes this fleshpoint, by exploring what intensities might be produced, today, when he theorizes pride-concern-loneliness as inseparable socially classed entanglements.

Related Further Reading

  1. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press. (Original work published 1980)Google Scholar
  2. Hayes, C. (2012). Twilight of the elites: America after meritocracy. New York, NY: Crown Publishers.Google Scholar
  3. Hooks, B. (2000). Where we stand: Class matters. New York, NY: Routledge.Google Scholar
  4. Jackson, A., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York, NY: Routledge.Google Scholar
  5. Jensen, B. (2012). Reading classes: On culture and classism in America. New York, NY: Cornell University.Google Scholar
  6. Jones, S., & Vagle, M. D. (2013). Living contradictions and working for change: Toward a theory of social class-sensitive pedagogy. Educational Researcher, 42(3), 129–141.Google Scholar
  7. Rose, M. (2004). The mind at work: Valuing the intelligence of the American worker. New York, NY: Penguin Books.Google Scholar
  8. Vagle, M. D. (2014). Crafting phenomenological research. London, UK: Routledge.Google Scholar
  9. Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using poststructuralist ideas. Journal of Curriculum Studies, 47(5), 594–612.CrossRefGoogle Scholar
  10. Vagle, M. D., & Jones, S. (2012). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42(3), 318–339.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Mark D. Vagle
    • 1
  1. 1.Department of Curriculum and InstructionUniversity of MinnesotaMinneapolisUSA

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