Unmaking the work of pedagogy through Deleuze and Guattari

The application of Deleuze and Guattari’s philosophical work to pedagogy would seemingly position them on the side of the bottom-up, child centered, antiauthoritarian, nonconformist progressivism of the 1960s and 1970s. While this characterization is superficially correct and can raise the ire of conservative critics of educational provision, this entry will show that the application of Deleuze and Guattari to pedagogy is an involved, convoluted, and strenuous activity. This is because (1) the philosophical position of Deleuze and Guattari’s work is not as straightforward as only working through a (de)centered or “a”-centered self that challenges the creation of subjectivity by capitalism or is simply anti-capitalist