Deleuze & Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to Western thought. Operationalizing Deleuze and Guattari's challenge to contemporary philosophy, this book presents their view as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to the current state of Western formal education. This book offers an experimental approach to theorizing, creating an entirely new way for educational theorists to approach (...) their work as the task of revolutionizing life itself. Examining new conceptual resources for grappling with and mapping a sustainable political alternative to the cliche's that saturate contemporary educational theory, this collection of essays works toward extracting a genuine image of education and learning that exists in sharp contrast to both the neo-liberal educational project and the critical pedagogical tradition. (shrink)

This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet’s approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the ‘progressive’ turn in education that began to emerge at the end of the nineteenth and beginning of the twentieth centuries. Freinet’s pedagogical experiment in rural France during mid-twentieth century demonstrated the way that student (...) freedom, uninhibited by overarching ideological pre-emption, and unbound from the progressive imperatives typical of reform education in either its Marxist or liberal variants, can be utilized as a way to inspire pedagogical techniques founded on alternative social, political, and anthropological postulates. Specifically, the authors demonstrate how Freinet’s use of the press helps us to think about the following: 1) a different relationship to technology and the role it could play in the conception of the common within the classroom; 2) the creation of an existential good as opposed to the private good discovered through the amassing of property and the advancement of the related notion of progress; 3) and a reaffirmation of the possibility of a genuine workers education. (shrink)

There is a growing concern today with the state of ethics in higher education as it relates to everything from increasing corporate influence and widespread use of questionable research met...