Inna Semetsky is Adjunct Professor at the Centre for Global Studies in Education, University of Waikato, New Zealand. Her PhD is in the area of philosophy of education from Columbia University, New York. She received the first Roberta Kevelson Memorial Award from the Semiotic Society of America. Her research strength is semiotics encompassing philosophical thoughts of Charles S. Peirce, John Dewey, and Gilles Deleuze. She thus works across continental and pragmatic traditions. She launched a new interdisciplinary field of inquiry, edusemiotics (educational semiotics). Diana Masny is Emerita Professor at the University of Ottawa, Canada, Adjunct Professor at Queensland University of Technology Australia and founding member of the Multiple Literacies Research Unit, University of Ottawa. She is the co-editor of Multiple Literacies Theory: A Deleuzian Perspective (Sense Publishers, 2006).

Deleuze and Education returns us to a belief in learning’s connection with the world, in all its complexity and joy. With both pragmatism and philosophical rigour, it details an adventurous understanding of what education could become, set free from much of the paraphernalia of educational bureaucracy. This is Deleuze’s philosophy put to work in the best possible way.

• Introduction: Unfolding Deleuze, Assemblage I: The art of teaching/teaching the arts, Inna Semetsky and Diana Masny; 1. The Master Apprentice, Ronald Bogue; 2. Staged interventions: Deleuze, arts and education, Julie Allen; Assemblage II: Inside/Outside classroom; 3. “We’re tired of trees”: Machinic University Geography Teaching After Deleuze, Mark Bonta; 4. Multiple Literacies Theory: Exploring Spaces, Diana Masny; 5. Affective literacies: Deleuze, discipline, and power, David Cole; 6. Deleuze and the Virtual Classroom, Christopher M. Drohan; Assemblage III: Mathematics and Science; 7. Philosophical Problematization and Mathematical Solution: Learning Science with Gilles Deleuze, David Holdsworth; 8. From Brackets to Arrows: Sets, Categories and the Deleuzian Pedagogy of Mathematics, Rocco Gangle; Assemblage IV: Life, Sign, Time; 9. Learning the Uncanny Joshua Ramey; 10. Morphologies for a Pedagogical Life, Jason Wallin; 11. Deleuze, edusemiotics, and the logic of affects, Inna Semetsky; 12. Time and education in the philosophy of Gilles Deleuze, James Williams.

Inna Semetsky is Adjunct Professor at the Centre for Global Studies in Education, University of Waikato, New Zealand. Her PhD is in the area of philosophy of education from Columbia University, New York. She received the first Roberta Kevelson Memorial Award from the Semiotic Society of America. Her research strength is semiotics encompassing philosophical thoughts of Charles S. Peirce, John Dewey, and Gilles Deleuze. She thus works across continental and pragmatic traditions. She launched a new interdisciplinary field of inquiry, edusemiotics (educational semiotics). Diana Masny is Emerita Professor at the University of Ottawa, Canada, Adjunct Professor at Queensland University of Technology Australia and founding member of the Multiple Literacies Research Unit, University of Ottawa. She is the co-editor of Multiple Literacies Theory: A Deleuzian Perspective (Sense Publishers, 2006).

Deleuze and Education returns us to a belief in learning’s connection with the world, in all its complexity and joy. With both pragmatism and philosophical rigour, it details an adventurous understanding of what education could become, set free from much of the paraphernalia of educational bureaucracy. This is Deleuze’s philosophy put to work in the best possible way.

• Introduction: Unfolding Deleuze, Assemblage I: The art of teaching/teaching the arts, Inna Semetsky and Diana Masny; 1. The Master Apprentice, Ronald Bogue; 2. Staged interventions: Deleuze, arts and education, Julie Allen; Assemblage II: Inside/Outside classroom; 3. “We’re tired of trees”: Machinic University Geography Teaching After Deleuze, Mark Bonta; 4. Multiple Literacies Theory: Exploring Spaces, Diana Masny; 5. Affective literacies: Deleuze, discipline, and power, David Cole; 6. Deleuze and the Virtual Classroom, Christopher M. Drohan; Assemblage III: Mathematics and Science; 7. Philosophical Problematization and Mathematical Solution: Learning Science with Gilles Deleuze, David Holdsworth; 8. From Brackets to Arrows: Sets, Categories and the Deleuzian Pedagogy of Mathematics, Rocco Gangle; Assemblage IV: Life, Sign, Time; 9. Learning the Uncanny Joshua Ramey; 10. Morphologies for a Pedagogical Life, Jason Wallin; 11. Deleuze, edusemiotics, and the logic of affects, Inna Semetsky; 12. Time and education in the philosophy of Gilles Deleuze, James Williams.

Inna Semetsky is Adjunct Professor at the Centre for Global Studies in Education, University of Waikato, New Zealand. Her PhD is in the area of philosophy of education from Columbia University, New York. She received the first Roberta Kevelson Memorial Award from the Semiotic Society of America. Her research strength is semiotics encompassing philosophical thoughts of Charles S. Peirce, John Dewey, and Gilles Deleuze. She thus works across continental and pragmatic traditions. She launched a new interdisciplinary field of inquiry, edusemiotics (educational semiotics). Diana Masny is Emerita Professor at the University of Ottawa, Canada, Adjunct Professor at Queensland University of Technology Australia and founding member of the Multiple Literacies Research Unit, University of Ottawa. She is the co-editor of Multiple Literacies Theory: A Deleuzian Perspective (Sense Publishers, 2006).

Deleuze and Education returns us to a belief in learning’s connection with the world, in all its complexity and joy. With both pragmatism and philosophical rigour, it details an adventurous understanding of what education could become, set free from much of the paraphernalia of educational bureaucracy. This is Deleuze’s philosophy put to work in the best possible way.

• Introduction: Unfolding Deleuze, Assemblage I: The art of teaching/teaching the arts, Inna Semetsky and Diana Masny; 1. The Master Apprentice, Ronald Bogue; 2. Staged interventions: Deleuze, arts and education, Julie Allen; Assemblage II: Inside/Outside classroom; 3. “We’re tired of trees”: Machinic University Geography Teaching After Deleuze, Mark Bonta; 4. Multiple Literacies Theory: Exploring Spaces, Diana Masny; 5. Affective literacies: Deleuze, discipline, and power, David Cole; 6. Deleuze and the Virtual Classroom, Christopher M. Drohan; Assemblage III: Mathematics and Science; 7. Philosophical Problematization and Mathematical Solution: Learning Science with Gilles Deleuze, David Holdsworth; 8. From Brackets to Arrows: Sets, Categories and the Deleuzian Pedagogy of Mathematics, Rocco Gangle; Assemblage IV: Life, Sign, Time; 9. Learning the Uncanny Joshua Ramey; 10. Morphologies for a Pedagogical Life, Jason Wallin; 11. Deleuze, edusemiotics, and the logic of affects, Inna Semetsky; 12. Time and education in the philosophy of Gilles Deleuze, James Williams.