Multiplicitous Moments: The Inculcation, Abstraction, and Resistance to the Face of the Novice Science Teacher

  • Maria F. G. WallaceEmail author
Part of the Cultural Studies of Science Education book series (CSSE, volume 17)


Lived experiences are multiple. Utilizing deleuzoguattarian concepts, the chapter examines the double articulation of becoming a researcher of science teacher induction and science teacher educator to critically examine the taken-for-granted norms of what it means ‘know’ the novice science teacher. The first articulation depicts four multiplicitous moments of sedimentation that occurred throughout the author’s doctoral education. The second articulation examines how those lived moments fold and re-fold into research on science teacher induction. Drawing heavily on Deleuze and Guattari, the author re-conceptualizes science teacher induction from conventional programs of support, socialization, and limited, predictable blocks of time to a process of signification referred to as facialization.


Teacher induction Novice science teacher Subjectivity Poststructuralism Deleuzoguattari 


  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and then entanglement of matter and meaning. Durham: Duke University Press.CrossRefGoogle Scholar
  2. Bartell, C. A. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks: Corwin Press.Google Scholar
  3. Bazzul, J., & Kayumova, S. (2015). Toward a social ontology for science education: Introducing Deleuze and Guattari’s assemblages. Educational Philosophy and Theory, (online first – ahead-of-print), 1–16. DOI:
  4. Biesta, G. J. J. (2013). The beautiful risk of education. Boulder: Paradigm Publishers.Google Scholar
  5. Butler, J. (2005). Giving an account of oneself. New York: Fordham University Press.CrossRefGoogle Scholar
  6. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota.Google Scholar
  7. Dillard, C. B. (2012). Learning to (re)member the things we learned to forget: Endarkened feminisms, spirituality, and the sacred nature of research and teaching. New York: Peter Lang.Google Scholar
  8. Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners (pp. 15–30). Lanham: Rowman & Littlefield Education.Google Scholar
  9. Foucault, M. (1972). The archeology of knowledge and discourse on language. New York: Pantheon Books.Google Scholar
  10. Freire, P. (1970). Pedagogy of the oppressed (30th anniversary edition). London: Bloomsbury Academic.Google Scholar
  11. Giroux, H. A. (1980). Critical theory and rationality in citizenship education. Curriculum Inquiry, 10(4), 329–366.CrossRefGoogle Scholar
  12. Haslanger, S. (2003). Social construction: The “debunking” project. In F. F. Schmitt (Ed.), Socializing metaphysics: The nature of social reality (pp. 301–325). Lanham: Rowman & Littlefield Publishers.Google Scholar
  13. Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York: Routledge.Google Scholar
  14. Lageman, E. C. (2000). An elusive science: The troubling history of education research. Chicago: The University of Chicago Press.Google Scholar
  15. Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany: State University of New York Press.Google Scholar
  16. Lather, P. (2010). Engaging science policy: From the side the messy. New York: Peter Lang.Google Scholar
  17. Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633.CrossRefGoogle Scholar
  18. Marble, S. (2012). Becoming-teacher: Encounters with the other in teacher education. Discourse: Studies in the Cultural Politics of Education, 33(1), 21–31.Google Scholar
  19. Roffe, J. (2010). Multiplicity. In A. Parr (Ed.), The Deleuze dictionary revised edition (pp. 181–182). Edinburgh: Edinburgh University Press.Google Scholar
  20. Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. New York: Peter Lang Publishing.Google Scholar
  21. St. Pierre, E. A. (2004). Deleuzian concepts for education: The subject undone. Educational Philosophy and Theory, 36(3), 283–296.CrossRefGoogle Scholar
  22. Wallace, M. F. G. (2016). Trash or treasure: Re-conceptualizing my ruins as a tool for re-imagining the nature of science teacher education. In G. A. Buck & V. L. Akerson (Eds.), Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 341–362). Switzerland: Springer International.Google Scholar
  23. Wallace, M. F. G. (2017). Deterritorializing dichotomies in teacher induction: A (post) ethnographic study of un/becoming an elementary science teacher (unpublished doctoral dissertation). Baton Rouge: Louisiana State University.Google Scholar
  24. Wallace, M. F. G. (2018). The paradox of un/making science people: Practicing ethico-political hesitations in science education. Cultural Studies of Science Education. Scholar
  25. Wallace, M. F. G. (in pressA). Becoming-with/in educational research: Minor accounts as care-full inquiry. In K. Strom, T. Mills, & A. Ovens (Eds.), Decentering the educational researcher in intimate scholarship: Posthuman materialist perspectives. Bingley: Emerald Publishing Group.Google Scholar
  26. Wallace, M. F. G., Higgins, M., & Bazzul, J., (2018). Thinking with nature: Following minor concepts for ethicopolitical response-ability in science education. Canadian Journal of Science, Mathematics, and Technology Education, 18(3).CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Millsaps CollegeJacksonUSA

Personalised recommendations