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10Lost in Data Space: Using Nomadic Analysis to Perform Social ScienceIn Rebecca Coleman & Jessica Ringrose (eds.), Deleuze and research methodologies, Edinburgh University Press. pp. 219. 2013.
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1030Art, Artists and Pedagogy (edited book)Routledge. forthcoming.This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.
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14Education, the Anthropocene, and Deleuze/GuattariBRILL. 2021.This book puts forward a radical, unorthodox thesis with respect to the Anthropocene, the philosophy of Deleuze/Guattari and education. This book analyses the Anthropocene for its unconscious drives and develops a parallel mode of education and social change.
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6HousingIn Nathanaël Wallenhorst & Christoph Wulf (eds.), Handbook of the Anthropocene, Springer. pp. 1193-1200. 2023.This handbook entry examines the issue of housing in the Anthropocene. The issue of housing in the Anthropocene involves many factors and aspects with respect to housing given the facts of climate change. To limit these factors and possible through-lines for this entry, housing in the Anthropocene will be analyzed according to three dimensions to make sense of the future of housing needs alongside climate change: (1) Housing and human population. The fundamental questions with respect to housing…Read more
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3Chapter 12 Lost in Data Space: Using Nomadic Analysis to Perform Social ScienceIn Rebecca Coleman & Jessica Ringrose (eds.), Deleuze and research methodologies, Edinburgh University Press. pp. 219-237. 2013.
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18Anti-Oedipus in the Anthropocene: Education and the deterritorializing machineEducational Philosophy and Theory 56 (3): 285-297. 2024.The Deleuze/Guattari text Anti-Oedipus burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of Anti-Oedipus and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent thought itself, and it makes them susceptible to the equations and dynamics of capital flows. Anti-Oedipus presents the mechanisms with respect to how deterritorialization inter…Read more
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21Rebooting the end of the world: Teaching ecosophy through cinemaEducational Philosophy and Theory 55 (10): 1170-1180. 2023.The global pandemic has pushed many of us to online streaming services. A particular genre in these services is the ‘end of the world’ science fiction film, in and through which the speculated results of processes such as climate change are depicted. CGI technology is frequently deployed to create images of the end of the world, which is a backdrop to the narrative of, ‘saving ourselves amidst the ruins’. This philosophy of education essay will critically examine ten films in order to:Explain ho…Read more
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27A Pedagogy of the ParasiteStudies in Philosophy and Education 40 (5): 477-491. 2021.In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from differe…Read more
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15Caught between the air and earth: A schizoanalytic critique of the role of the education in the development of a new airportEducational Philosophy and Theory 54 (4): 422-433. 2022.This philosophy of education paper describes a schizophrenic situation. A new airport is being planned in the locale of a university which is a Centre of Excellence of Education for Sustainable Development, and the university is a major partner. The airport involves an investment in jobs, resources, and will encourage further economic development. The planners have named the inter-connected developments around the airport as the ‘Aerotropolis’, including new university facilities. One could argu…Read more
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18Analysing the Matter Flows in Schools Using Deleuze’s MethodStudies in Philosophy and Education 38 (3): 229-240. 2019.Using Deleuzian theory for educational research and practice has become an increasingly popular activity. However, there are many theoretical complexities to the straightforward application of Deleuze to the educational context. For example, the ‘new materialism’ that Deleuze refers to in the 1960s takes its inspiration from Spinoza, and is an emancipatory project. Contrariwise, the ‘new materialism’ of the present moment is frequently applied to educational research and practice specifically as…Read more
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19Nowhere ǁ ErewhonEducational Philosophy and Theory 51 (3): 255-264. 2019.What is nowhere? Is it a non-place that has been created by the disappearance of distinct identities in the spread of standardised, global capitalism? Or has it come about as a result of colonialisation and the separation of indigenous cultures from their lands, and their replacement with vacuous, colonised, globalised non-places? This article suggests that ‘nowhere’, which was satirically entitled, ‘Erewhon’ by Samuel Butler due to the inverted action of machines, is still being created today, …Read more
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20Educational Philosophy and ‘New French Thought’Educational Philosophy and Theory 47 (10): 1006-1008. 2015.
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26Educational non-philosophyEducational Philosophy and Theory 47 (10): 1009-1022. 2015.The final lines of Deleuze and Guattari’s What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle’s project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle c…Read more
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100Intentionality is a property of an important class of things: things that represent, or are about something. Thus a belief or sentence or story is about something, a painting or photo is of something, a sign is a sign of something, and a desire is a desire for something. These disparate things all display intentionality. They have content; they represent some state of affairs beyond themselves. The represented state of affairs need not be actual, and is not in the cases of false belief, unfulfil…Read more
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19Introduction: The future of educational materialismEducational Philosophy and Theory 44 (s1): 1-2. 2012.
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76Matter in Motion: The educational materialism of Gilles DeleuzeEducational Philosophy and Theory 44 (s1): 3-17. 2012.This paper critically examines the materialism that Gilles Deleuze espouses in his oeuvre to the benefit of educational theory. In Difference and Repetition, he presented transcendental empiricism by underwriting Kant with realism (Deleuze, 1994). Later, in Capitalism & Schizophrenia I & II that were co-written with Félix Guattari (1984, 1988) and that they named Anti-Oedipus and A Thousand Plateaus, Deleuze's philosophical approach is realigned into what I term here as transcendental materialis…Read more
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109The Actions of Affect in Deleuze: Others using language and the language that we make ..Educational Philosophy and Theory 43 (6): 549-561. 2011.The actions of affect are prominent in the philosophy of Gilles Deleuze and can be broken down for the purposes of education into two roles. The first alludes to the history of philosophy and the ways in which affect has been used by Spinoza (Deleuze, 1992) Nietzsche (Deleuze, 1983) or Bergson (Deleuze, 1991). In this role, Deleuze reinvigorates and challenges definitions of affect that would place them into systems of understanding that could take paths to metaphysics or to becoming paradigms f…Read more
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55The Reproduction of Philosophical Bodies in Education with LanguageEducational Philosophy and Theory 42 (8): 816-829. 2010.This paper articulates a feminist poststructural philosophy of education by combining the work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy of desire (McWilliam, 1999) in education, or as a minor philosophy of education where multiple movements of bodies are enacted through theoretical methodologies and research. These methods include qualitative analysis and critical discourse analysis; where the conjunction Irigaray-Foucault is a paradigm for dealing with…Read more
Cincinnati, Ohio, United States of America
Areas of Interest
Philosophy of Social Science |
19th Century Philosophy |