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Gilles Deleuze and Alain Badiou are two very different philosophers, and yet they touch upon many similar themes. Perhaps most noticeable is their respective concerns for developing philosophical systems free of the concerns of so-called post-modernism. In this paper I look at some of the themes in their work, and consider what might thereby be enabled within thinking about law. In so doing the paper argues that Deleuze’s work is particularly useful, as it allows for a polymorphous practice of thought, appropriately named as “jurisprudence.”

Culturally and linguistically diverse (CALD) students enrolled in a Masters program at an Australian university are often invisible or less visible in class; however, what is visible is their academic practice, which is often viewed as a deficit. Instead of comprehending how CALD students can become productive members of a community, research regularly examines ways to upgrade their academic literacy practices. This study contends that these students have much to offer, and if these students are to be considered valuable members of the higher education context, the learning community needs to perceive their difference as positive. This implies going beyond the institutional assessment of their academic practice as a deficit and examining spaces of learning as rhizomatic. Drawing on the theory of Deleuze and Guattari, this study highlights how the process of becoming for the students and the teacher teaching them is never static, but is one constituted of deterritorialization and subsequent reterritorialization, resulting in the rhizomatic principle of variegated subjectivity. Data collected over two years illustrated how, for the researcher/teacher, molecular level difference was possible within the molar level academic expectations. Themes of being and becoming and rhizomatic reimaginations demonstrated the desire of the students to achieve as a positive attempt to celebrate their difference and, for the researcher, her academic positionality as a fluid, ongoing process where the molar and the molecular interact to illustrate teaching as a productive venture.

This paper seeks to apply a processual thinking of subjectivity in the study of “becoming entrepreneur”.

Through analysing Foucault's idea of subjectification, by the help of Deleuze's comments and elaborations, the paper seeks to clarify one opacity in entrepreneurship research – the “vanishing presence” of the entrepreneur in processual studies of entrepreneurship. To avoid performative contradiction, the paper seeks to contextualise this attempt in guiding principles provided by process philosophy.

Without a process view, “the subject” as entity and self-constitutive res cogitans (thinking thing or mind) will take priority over subjectification, and the paper will loose the possibility to think and study the process of becoming-subject in its own terms.

Understanding entrepreneurship as organisation-creation, the paper here adds a processual conceptualisation to the study of such processes by focusing on the arrangements (agancements as Deleuze called this, or dispositifs as Foucault preferred to use) in which subjectification into “entrepreneur” happens.

This paper uses the ideas and concepts of Gilles Deleuze and Félix Guattari and aims to to examine how accounting works in the context of international development.

A case study approach within El Salvador is used. Data sources include archival documents, 35 semi‐structured interviews with field participants, and participant observations. The focus is on the activities of the Inter‐American Development Bank (IDB) and the United Nations Development Agency (UNDP) in the country of El Salvador, showing how complex assemblages of people, technologies such as accounting, and discourses such as accountability come to claim or “territorialize” particular physical and discursive spaces.

The analysis highlights how accounting and its associated actors further the development aspirations of loan beneficiaries; yet at the same time contribute to the “over‐organization” of these actors' social space.

The paper illustrates that the concepts of Deleuze and Guattari – assemblage, desire, Bodies without Organs, and lines of flight to name a few – open up for consideration and analysis a series of field‐specific processes that have previously been largely un‐explored within the accounting literature.

The study aims to highlight and reflect on resistance to Brazil's illiberal accelerationist politics highlighting alternative possibilities based on affects and forms of relatedness.

Drawing on the case of public universities and the arts in today's Brazil, the authors point out a tragedy of resistance (when opposing change fuels its acceleration) and explore a strategy of lines of flight and becomings in the light of Deleuze and Guattari's perspective on acceleration.

Alongside an oppositional and reactive resistance, that is caught in a tragedy of resistance, the authors explore an alternative strategy that protects a plurality of life forms and forces and their becoming. This strategy differs from most critiques of accelerationism.

This strategy of resistance seems more faithful to Deleuze than the accelerationist strategies that claim to be inspired by him. The authors suggest another reading of the often quoted passage by Deleuze and Guattari. While Deleuze and Guattari favor continuous deterritorializations of the flows of desire, accelerationism reterritorializes these flows towards a (often) undesirable future.

In this chapter, we examine conundrums of self-study of practice (S-SP) research that emerge from positioning this work in a space that calls for a critical rethinking of ontology and takes seriously the work of postmodernist philosophy. We explore aspects of self in relationship to the other – concerns, transformations, representations positioning, and growth – when ideas emerge in the midst of practice. We begin with an investigation of conundrums of Self in relationship to Other where both exist in continual process of BECOMING based in the work of Deleuze. We then consider the self within the research framework of S-SP methodology. As part of this examination, we consider key characteristics of this methodology in relationship to the self in practice that is the orientation to ontology and dialogue as the process of coming-to-know in this space. Next, we consider the conundrum of particularity and wholeness in the exploration of tacit and practical knowledge. We use works by Clandinin and others to probe the ways particularities and wholeness interact with tacit understandings that entangle and merge into embodied knowing. We also articulate the conundrum of the ethical for the Self and Other in S-SP Research and other forms of intimate scholarship.

This chapter is the actualization of an experimentation of two second language (L2) teacher educators (the authors) with(in) Deleuze and Guattari’s (1987) ontology and the associated concepts of agencement, desire, rhizomes, becoming, and affect to contribute to the everchanging knowledge base associated with the work and experiences of teacher educators at a time when such contributions are urgently needed. More precisely, this chapter sought to illustrate what could happen when, as teacher educators and researchers, we become “intimate” with the various elements of a research–teaching–learning–writing agencement. To do so, the chapter presents research based on material collected as part of a study on a mentoring experience between the authors. The second author was preparing to teach an online graduate course in L2 education to in-service teachers for the first time, while the first author had more experience with online teaching. Through the rhizoanalysis of three vignettes, the authors engaged with(in) their experiences by considering how various elements of the research–teaching–learning–writing agencement – particularly the most intensively affective ones – impacted and were impacted by other elements. With(in) this process, desire emerged as a praxis and a force capable of generating new knowledge in part by encouraging teachers and teacher educators (1) to experiment with learning, teaching, and conducting research with(in) the productive energy of desire, and (2) to disrupt affective powers as well as the role played by the body in such a process.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.