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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 paper is the actualization of a researcher’s attempt to engage, both conceptually and methodologically, with the dynamic and ever-creative connections and forces associated with the schooling experiences of immigrant students. The research reported that in this paper comprises part of a three-year research project funded by Canada’s Social Sciences and Humanities Research Council and focuses on the interrelationships between immigration, technology and pop culture in a Canadian French-language secondary school. The paper aims to discuss this issue.

Drawing from new materialist thought, the experience of one immigrant student is put to work with(in) the Deleuzo–Guattarian concepts of agencement, machines, language and power (pouvoir, puissance) with(in) the rhizoanalysis of a short video clip provided by the student.

With(in) the rhizoanalysis, the publication machine emerges as a force that could potentially affect the expression of one’s becoming citizen, and hacking emerges as a force that could contribute to the destabilization of the publication machine’s power (pouvoir).

The originality of this paper is that readers are also invited to contribute to this experimentation in contact with the real.

This chapter will consider curriculum making in lower secondary education in Ireland. Building on the concept of curriculum as a social practice involving multiple actors across different contexts and involving intersecting domains of influence from the supra, to the nano, we characterizethe landscape of lower secondary education in Ireland as an “assemblage” (Deleuze & Guattari, 2003). An assemblage is any number of elements that are engaged in a process of arranging, organising, fitting together and a process of knowledge making. We discuss the emerging properties that have begun to evolve through the inter-connections of the assemblage as they engage in the process of reform by structuring the findings through the lens of how the semiotic, material and social flows worked simultaneously to open up or close down the process. Curriculum ideology, concepts, language and communication are examples of the semiotic flow. The material flow is the content of the domains, such as the actors, the physical structures, documents and artefacts. Relationships, pedagogy, and collaborative practice are involved in the social flow of the assemblage. The research underpinning this chapter mapped the agency of the actors in their capacity to make curriculum as these three flows worked simultaneously during a process of assemblage wide curriculum reform of lower secondary education in Ireland. The analysis and discussion gives rise to a number of insights into processes of curriculum making and into the complexities of system-wide reform.

This study aims to investigate the ways affective intensities arise in the intra-actions within an assemblage (three Black girls, objects such as computers and hoodies, institutionalized discourse associated with race and successful participation in schools) as the girls create multimodal responses to literature. This paper shows how the intra-actions among the girls and material objects produce affective intensities or new ways of being and becoming through which youth reauthor themselves as central and peripheral participants.

The authors present an illustrative case of the ways girls’ embodied literacy identities emerge when Jillian, Isa, and Rhianna intra-act with materials in an assemblage that includes their material-discursive positionings through qualitative and multimodal interaction analysis.

The analysis describes the ways the girls agentively participate through play, composing and moments of becoming (fluid subjectivities) that include emotive acts such as acts of solidarity, loving connectedness and possible frustration that inform who counts and who can be successful in the classroom.

This single case study gives a descriptive, in-depth analysis of the ways affective intensities emerge as three girls respond to literature to understand their embodied and discursive practices within the composing process.

To fully understand agency and the students’ emergent subjectivities, the authors combine embodiment and material-discursive analysis to understand affective intensities that evolve during three Black girls’ composing processes and the ways the girls’ subjectivities shift within the intra-actions.

This chapter decenters the methodological unfolding of a qualitative research study on mainstream teachers of English learners, shifting from a sociocultural emphasis on individuality and agency towards affect as a productive post-structural concept. The researcher, participants, and findings are positioned as mutually constituted elements in an enmeshed entanglement of discursive processes, material contexts, animate bodies, and social norms and practices. The work employs concepts introduced by Deleuze and Guattari (1987): the rhizome, assemblage, and affect. The chapter discusses how the activity that constituted the research study was informed and influenced by affect that reverberated beyond the scope of the immediately observable. The multiple positionalities, past history, and values of the researcher and participant contributed to the methodological decision-making during data collection and analysis in conscious and unconscious ways. Affective distributions permeated throughout the study, contributing to the functioning of activity among and between the elements of the study. Ultimately, elements of the study contributed in ways that extended beyond the normative constructions of research, researcher, and participant. Elements affected and were affected, contributing to methodological excess, insights beyond the scope of normative systemic inquiry. This chapter demonstrates the productiveness of rhizomatic concepts to decenter the elements of a research study and affect as a productive construct to understand systematic inquiry. This move intentionally disrupts traditional conceptions of research and researcher objectivity, explicitly attending to the affective interplay among elements of the research assemblage and how this interplay functions as a primary means of scholarly engagement.

Purpose – In this chapter we highlight the potential of critical and poststructural paradigms and associated qualitative research approaches for future research in strategy. In addition, we aim to contribute to the proliferation of applications of qualitative methodologies as well as to facilitate the diversity of qualitative inquiry approaches in the strategy field.

Methodology/Approach – Building on insights from standpoint theory, we discuss the importance and necessity of cultivating critical and poststructural paradigms in strategy. Furthermore, we review three related qualitative inquiry approaches (i.e., discourse analysis, deconstruction, and genealogy) and develop suggestions for their utilization in future strategy research on emerging market economies.

Findings – We highlight key concepts of critical and poststructural paradigms as well as of the selected approaches and provide a variety of examples relevant to strategy research to illustrate potential applications and analytic considerations.

Originality/Value of chapter – Critical and poststructural paradigms and related research methodologies are underutilized in strategy research; however, they are important contributions to paradigmatic and methodological diversity in the field generally and necessary approaches for developing our understanding of strategy phenomena in the context of emerging market economies specifically.

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.

The purpose of this paper is to explore the possibilities opened up by those messy, unclear and indeterminate data in research situations that may be described as being in the shadow and may as such remain in a state of vagueness and indeterminacy.

The paper draws on the extant literature on shadow organizing and post-qualitative methodologies. It focuses attention on not-yet (or shadow data) in order to ponder over what researchers do to data when they are not (yet) black-boxed as such. At the same time, it investigates what it is that not-yet data do to researchers.

Four types of “not-yet” data – illegible, wondrous and disorienting, hesitant and worn out – are presented and discussed. Data are illegible when a researcher is in the position of not knowing how to interpret what is in front of her/him. A second illustration is constructed around wonder, and poses the question of the feelings of surprise and disorientation that arise when facing uncanny realities. In a third situation, not-yet data are narrated as hesitation, when a participant feels conflicting desires and the researchers hesitates in interpreting. The fourth illustration depicts not-yet data as data that have been corrupted, that vanish after time or are worn out.

Not-yet data belong to researchers practice but can also be found in other professional practices which are concerned with the indeterminacy of shadowy situations. It is argued that situations like these constitute opportunities for learning and for the moral and professional development, so long as indeterminacy is kept open and a process of “slowing down” both action and interpretation is nurtured.

This paper is of value for taking the metaphor of shadow organizing further. Moreover, it represents a rare attempt to bring the vast debate on post-qualitative research/methodologies into management studies, which with very few exceptions seems to have been ignored by organization studies.