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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.

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.

Social studies teachers engage a vast subject area within which they can enlist a wide scope of possible curriculum and pedagogy choices. Despite the opportunity to engage students with an abundance of potentially fruitful themes, topics, and ideas, social studies teaching can be captured by the need to cover specific content in particular ways. Philosophers Gilles Deleuze and Felix Guattari (1983), in Anti-Oedipus: Capitalism and Schizophrenia, would connect such an agenda to the capitalistic machine that shrinks potential sources into what Foucault (1980) sees as tendencies to seek control rather than the openness of becoming. We contend that Deleuze and Guattari’s concept of the rhizome opens new lines of flight in social studies curricula and works to revolutionize social studies as a subject area that often has been over-standardized and taught as one-size-fits-all. We also contend that rhizomic thinking can renew how students see the world and transform how they interpret events, epochs, eras, and cultures by drawing from rhizomic research’s bamboo-like qualities.

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.

In this chapter, posthuman feminist researchers Jessica Ringrose and Shiva Zarabadi discuss schizoanalysis and intimate scholarship as ways to moveaway from the rationalist, Eurocentric, masculinist “I” in order to enable new and multiple forms of subjectivity that do not rely on otherization from an ideal norm of the humanist man. Instead, following Deleuze and Guattari’s notions of difference and becoming, the subject is fractured and becomes different in each encounter with time, space, others, feelings, memories, and self. Rather than clinging to the notion of a unified identity, Jessica and Shiva suggest adopting a “becoming-minoritarian” movement and attempting to exceed the trap of identity. The authors further discuss post-qualitative research methods that help to decenter this “I/eye”, including those involving schizoanalysis, affective intensities, art-based inquiry, and walking methodologies. Moreover, Jessica and Shiva argue that these can, and indeed, must, be taken up alongside multiple more conventional methods and made accessible to a variety of audiences so to have the widest impact. In experimenting with posthuman and post-qualitative theories, researchers must ensure that they are putting these theories to work in ways that can combat the massive social justice issues we currently face. In times of precarity, they contend, we must think differently while also using every theoretical and methodological tool at our disposal to make a difference in the world.

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.

This article contributes to the debate by arguing that addressing the core concept underpinning accelerationism and helps to unpack a number of key assumptions on the nature of capitalism, identifying areas offering new and productive insights into organisation and organisations. The scope of the article will be to examine the accelerationist literature, in particular, the core principles first emerging in the prehistory of accelerationism and further developed through the various waves and iterations of the concept.

The paper offers a conceptual approach to accelerationism. It develops a critical literature review and uses a process of exemplification to highlight insights for organisation and organisations.

The paper concludes that the underpinnings of accelerationism are not well understood and thus much of the critique misses the more intriguing and interesting insights from the cluster of ideas at its core.

The scope of the paper is to provide a coherent and accessible way to navigate through a complex and demanding series of concepts. The value of the paper is that it helps to identify potential insights relevant to management, marketing and organisational scholars.

This paper offers six shamanic futures concepts to augment Inayatullah's six pillars, questions and concepts of futures studies.

Drawing on Ashis Nandy's use of the shaman as a futures category that posits alterity and the unknowable as the dissenting component of futures studies, six concepts (geophilosophy, rhizome, intercivilisational dialogue, heterotopia, immanence and hybridity) from poststructural thinking are proposed to offer an account of the agency‐structure interface (context) that is of practical value to futures practice.

Futures praxis is pragmatic and goal driven, seeking preferred futures outcomes for those in context. The six shamanic futures concepts further this end by outlining conceptual processes that deepen understanding of context as a co‐creative and living space.

Futures studies is becoming increasingly sophisticated; the six shamanic concepts push practitioner's understanding of how to facilitate deep organizational change.

This paper provides six concepts that enable futures practitioners to better understand the nature of their own practice.

This paper extends Inayatullah's mapping of the futures field by suggesting six concepts that facilitate an understanding and harnessing of the potential of context.