•  7
    Analysing the Matter Flows in Schools Using Deleuze’s Method
    Studies 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
  •  6
    Nowhere ǁ Erewhon
    Educational 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
  •  7
    Educational Philosophy and ‘New French Thought’
    Educational Philosophy and Theory 47 (10): 1006-1008. 2015.
  •  9
    Educational non-philosophy
    Educational 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
  •  4
    Notes on Contributorsepat_858 115.. 116
    with Patrick Carmichael and Prentice T. Chandler
    Educational Philosophy and Theory 44 (S1). 2012.
  •  94
    Intentionality 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
  •  11
    Introduction: The future of educational materialism
    Educational Philosophy and Theory 44 (s1): 1-2. 2012.
  •  42
    Matter in Motion: The educational materialism of Gilles Deleuze
    Educational 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
  •  86
    The 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
  •  44
    The Reproduction of Philosophical Bodies in Education with Language
    Educational 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