Gilles Deleuze and the space of education

poststructuralism, critical psychology, and schooled bodies

John R. Morss

pp. 85-97

in: James D. Marshall (ed), Poststructuralism, philosophy, pedagogy, Berlin, Springer, 2004

Abstract

It is only possible to justify a chapter on Deleuze in a book on educational ideas if some plausible claims can be made or examples given of innovative contributions that his work may provide. As yet, it is only in the realm of claims _ of suggestive possibilities and speculations – that such a justification may be made out in the case of Deleuze. Yet these adumbrations are already striking (Edwards and Usher, 2000). The aim of this chapter is to indicate some of the ways in which Deleuze's ideas might be articulated in the context of educational theory and practice, especially when aligned with some contributions from critical psychology. The discussion will be broad in scope, including brief mention of such topics as children's needs and rights; disability and inclusive education; and therapeutic or counselling dimensions to educational practice, as well as topics that arise more directly from Deleuze's own writings.

Cited authors

Deleuze Gilles