Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: : Disrupting a Proj

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1 Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: : Disrupting a Project Data Through the Lens of Deleuzian Philosophy: Arrangements of Desires and Lines Purpose: This study originated from deepening concerns over contemporary pedagogical approaches to the project-based learning, which started from new reformative ideas to engage children s minds with meaningful encounters within their life experiences through an in-depth inquiry over a relatively long period of time, but have been distorted and deteriorated due to gradual standardization and stereotypical reproduction. Method: In search of vital meanings of the project-based learning through critical reflection, the researchers focused on performance of project journal data compiled by early childhood teachers, based on post-structural research methodologies. Results: Through the lens of Deleuzian philosophy, the trajectories of the young children s exploration and understanding of their world are illuminated by paying attention to how the dynamic desires of the agentic children and their teachers were intertwined to arrange and pursue new questions and how segmental molar lines, molecular crack lines, and lines of flight are entangled in the course of a project. The Mystery of the Bus Number project that was conducted and documented in a classroom of 4- and 5-year old olds in a child care center was reanalyzed. Discussion & Conclusion: Based on our re-readings of the project data, we suggest that project-based learning should not be constrained by the pre-determined series of activities based on the rigid logic of representation, but operate as multiplicities of dynamic and complex diagrams of young children s desires to understand and participate in their world. Key words : Deleuzian Philosophy, Project Approach, Data Performance, Post-Structural Research Methodology Corresponding Author: Shin, Eun-Mi. Sookmyung Women`s University, Dept. of Child Welfare & Studies, Cheongpa-ro-47-gil, 100, Yongsan-gu, Seoul, Korea, shinver@hanmail.net

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19 .,. (,, 2016) (,, 2011).,.,, (Dahlberg, Moss, & Pence, 2016) (Lenz Taguchi, 2018)., (Deleuze & Guattari, 2001). (Olsson, 2017)..,,., (diagram). (program)..,...

20 . (2014). -. (1), (2010) , (2014).. (4), (2011). :. (6), (2006). :. (3), , (2016) , (2017). :. (4), (2014).. (3), , (2011).. (1), (2014). : OECD 6. (1), Arndt, S. (2017). (Un)becoming data through philosophical thought process of pasts, presents and future. In M. Koro-Ljungberg, T. Löytönen, & Tesar, M. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (pp ). New York: Peter Lang. Barad, K. (1998). Getting real: Technoscientific practices and the materialization of reality. Difference: A Journal of Feminist Cultural Studies, 10(2), Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. Coleman, R., & Ringrose, J. (2013). Introduction. In R. Coleman and J. Ringrose (Eds.), Deleuze and research methodologies (pp. 1-22). Edinburgh, UK: Edinburgh University Press. Davies, B. (2014). Listening to children: Being and becoming.

21 ,,,,,, (2017). :. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Language of evaluation (3rd ed.).,,,,, (2016). :. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan. Dewey, J. (1931). The way out of educational confusion. Cambridge, MA: Harvard University Press. Dewey, J. (1938). Experience and education. New York: Macmillan. Deleuze, G. (1964). Proust et les signes.,, (1997). :. Deleuze, G. (1993). Essays critical and clinical [Critique et clinique] (D. Smith & M. Greco, Trans.). London: Verso. Deleuze, G., & Guattari, F. (1972). L`Anti-Oedipe: Capitalisme et schizophrénie., (2014). :. Deleuze, G., & Guattari, F. (1980). Mille plateau: Capitalisme et schizoprénie 2., (2001). :. Duhn, I. (2017). Performing data. In M. Koro-Ljungberg, T. Löytönen, & Tesar, M. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (pp ). New York: Peter Lang. Katz, L. G., & Chard, S. C. (1989). Engaging children s minds: The project approach. Norwood, NJ: Ablex. Katz, L. G., & Chard, S. C. (2000). Engaging children s minds: The project approach.,, (2012). :. Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, Kliebard, H. M. (1995). The struggle for the American curriculum: (2nd ed.). New York: Routledge. Koro-Ljungberg, M., Löytönen, T., & Tesar, M.(2017). Introduction: Multiplicities of data encounters. In M. Koro-Ljungberg, T. Löytönen, & Tesar, M. (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric (pp. 1-10). New York: Peter Lang. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy.,,,,,,,,, (2018). :. Mayhew, K. C., & Edwards, A. C. (1966). The Dewey School: The laboratory school of the University of Chicago, New York: Atherton Press. (Original published in 1936) Olsson, L. M. (2009). Movement and experience in young children s learning.,,,, (2017). :.

22 Sellers, M. (2013). Young children becoming curriculum: Deleuze, Te Whārick and curricular understanding.,,,,,,,,,, (2018). :. Semestky, I. (2006). Deleuze, education and becoming. Rotterdam: Sense. Wolfe, J. (2002). Learning from the past: Historical voices in early childhood education. Alberta, Canada: Piney Branch Press. : / : / :

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Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: * Early Childhood T

Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp.243-269 DOI: http://dx.doi.org/10.21024/pnuedi.29.2.201906.243 * Early Childhood Teachers' Perception on Reconstruction of Curriculum