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Deleuze Studies 9(3): Special Issue on Deleuze, Guattari, Schizoanalysis and Education We're in the midst of a general breakdown of all sites of confinement - prisons, hospitals, schools, families. The family is an "interior" that's breaking down like all other interiors - educational, professional and so on. (...) Educational reforms, industrial reforms, hospital, army, prison reforms; but everyone knows these institutions are more or less in terminal decline. (...) It is not a question of worrying or hoping for the best, but of finding new weapons. Gilles Deleuze, "Postscript on Control Societies" p.178 The papers selected for this special issue come from theorists and practitioners working at the intersection of Deleuze, Guattari, Schizoanalysis and Education. As such, the address a broad range of issues relating to institutional education such as pedagogy, teaching, learning, teacher education, theories of self, subjectivity, and the space and time of the classroom. While Deleuze and Guattari never wrote a book that pertained specifically to education, their work contains many uses of educational concepts and examples, albeit in provocative and evocative ways. Deleuze in particular, who worked as a high school teacher in France in the 1950s, was said to place great store on teaching as an act of affirmation. This special issue takes the conceptual work of Deleuze and Guattari and applies it to the educational landscape.
About the author
Greg Thompson is Senior Lecturer in the School of Education at Murdoch University. Dr David Savat is Chair of Communication Studies at the University of Western Australia.
