University of Oulu

Maija Lanas & Tuija Huuki (2017) Thinking beyond student resistance: a difficult assemblage in teacher education, European Journal of Teacher Education, 40:4, 436-446, DOI: 10.1080/02619768.2017.1349094

Thinking beyond student resistance : a difficult assemblage in teacher education

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Author: Lanas, Maija1; Huuki, Tuija1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.3 MB)
Persistent link:
Language: English
Published: Informa, 2017
Publish Date: 2019-07-11


This paper draws on feminist new materialist, poststructuralist and post-human theories to rethink discomforting moments when engaging with sensitive topics in teacher education. It is argued that the common approach to such events — as instances of student resistance or pedagogical failures — is both simplistic and problematic, and that a more holistic and in-depth approach is needed. Inspired by Deleuze and Guattari’s ideas of assemblage and affect, our aim here is to re-theorise an instance of such an event in an attempt to make visible how place, space, objects, emotion, affect and history entangle in predictable and unpredictable ways in teacher education. The aims of the paper are to propose new ways of engaging with discomfort in teacher education and, secondly, to introduce post-human approaches in the field of teacher education, where they are underrepresented.

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Series: European journal of teacher education
ISSN: 0261-9768
ISSN-E: 1469-5928
ISSN-L: 0261-9768
Volume: 40
Issue: 4
Pages: 436 - 446
DOI: 10.1080/02619768.2017.1349094
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Academy of Finland [grant number 267166], [grant number 295000].
Academy of Finland Grant Number: 295000
Detailed Information: 295000 (Academy of Finland Funding decision)
Copyright information: © 2017 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 06 Jul 2017, available online: