Sharing outsider thinking: thinking (differently) with Deleuze in educational philosophy and curriculum inquiry

Writing to it: creative engagements with writing practice in and with the not yet known in today’s academy

“…"the notion of linguistic action, whereby we write to and as experiment, where we take on the dominating forces of the 'major literature' that works to produce the canon and the normative force of the privileged practice style and where the living, embodied, performative action of our words and sentences challenges and takes on the coercive and colonising effects of the regulating logic, the traditional grammar and stylistic preferences of the dominant majoritarian form." (Guttorm et al, 2012, p. 395) In offering opportunities for bringing non-totalising modes of sensing to life within Deleuze and Guattari's experimental and creative originations, and in the multiplicity and the vibrant potentialities of always becoming, we make claims for innovative, creatively-productive writing practices that might bring new life to research, inquiry and pedagogic practice in the university of the future (see also Sellers & Gough, 2010).…”

Beyond cyborg subjectivities: Becoming-posthumanist educational researchers

“…In recent years, the French philosophers who have engaged me most productively are Deleuze andGuattari (N. Gough, 2006, 2007;Sellers & Gough, 2010). However, these explorations focus chiefly on implications for educational research methodology and academic writing practices, rather than on theorising encounters between human bodies and other objects.During the period in which I was intermingled with biomedical technologies, I did not readily see myself as a cyborg, because I was aware that the machines determining what I was becoming were not primarily prosthetic.…”

From the Bronx to Bengifunda (and other lines of flight): deterritorializing purposes and methods in science education research

“…He first uses it to emphasize that 'corresponding conceptualizations of global and local spheres are brought together in a dialectical relationship (global|local) where one component of the dialectic presupposes the other and cannot be thought of analytically without the other.' I was initially intrigued by this gambit because a colleague and I (Sellers and Gough 2010) have recently used the * (tilde) symbol to signal a conjoining of co-implicated notions in what we think of as complicity, for example, thinking*writing signifies thinking that is complicit with writing and simultaneously vice versa. Our choice of the tilde is adapted from its use in mathematics to represent equivalence relations and similarity, so I was interested to take a line of flight back into the mathematical history of the Sheffer stroke, beginning with Henry Maurice Sheffer's (1913) paper in which he used the stroke in an axiomatization of Boolean algebras.…”