Living Otherwise: Students with Profound and Multiple Learning Disabilities as Agents in Educational Contexts

摘要: Living otherwise: Students with profound and multiple learning disabilities as agents in educational contexts This thesis address the question of agency that children (PMLD) have contexts. Teachers educators do not usually regard PMLD terms their agency, because impairments. Discourses on adults are linear, systematic, defining closed to contingency. The discourses normally applied attending school mapped out beginning thesis. provides an account my becoming-teacher becoming-researcher It is journey students whom I worked directly teacher a segregated specialised for PMLD, also participant observer two mainstream primary classrooms. works Jacques Derrida, Felix Guattari Gilles Deleuze were crucial reading lives these together mine. Nine stories comments central focus this thesis, where through writing own out. shows how able provide teachers spaces possibilities linear mentioned above. themselves introduce life teachers, classroom at times even level, ‘non-sense’ help ‘think again’ they working with. They open up discourses, see ‘assemblages’, characterised by contingency, contradictions aporias. (potentials) engagement assemblages. identity shaken when she experiences her assemblage, but more so such seen process becoming engaging possibilities. Here end important unknown; what process. What argued teacher’s becoming-PMLD. concludes there needs be desire engage continue becoming-teacher.