Abstract

This special issue introduces the philosophy of French post-structuralist Gilles Deleuze for the purpose of critically examining his conceptual framework and drawing out a number of important implications for educational policy in the context of current debates in educational philosophy, pedagogical theory and futures studies at the international level. The popularity of Deleuze’s philosophy across disciplines is highly visible, especially in the area of cultural studies, politics, gender studies and the like. While less visible in education, his body of work is subject to continuous research and practical applications.