In many ways, an engagement between Derrida and teacher research seems an unlikely affair. However, this article attempts to illustrate some of the benefits of a liaison between the two. Using data generated from practice in a nursery classroom, the article details some of the advantages when practices of deconstruction are incorporated into practitioner research. It exemplifies how deconstructive thinking can be put to work in confronting young boys' dependency on ‘superhero’ play. Additionally, the article demonstrates how deconstructive thinking seeks to dismantle habitual ways of thinking in order to create a space for thinking differently.
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