Search results for: Gough Noel

The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.