ABSTRACT
The nomadic classroom can engage with radical politics as a spatial and literary intervention. This chapter explores what learning means for Deleuze and how this particular understanding compliments a literature classroom investigating place, space, and mapping. The mobile classroom not only remakes the space that is occupied, but makes anew the identities that inhabit the new classroom space. The instructor is always more than an instructor and also less. Likewise, students are able, like the instructor, to exceed the limits of their "educational identities". The nomadic classroom, through the process of deterritorialization punctures the academic, institutionalized educational space and lays bare the vast amount of possibilities found, very literally, outside of the classroom. The nomadic classroom, where the agency of the nomad is appended to the class and not to singular students or the instructor, deterritorializes striated space so as to grant the class participants with a higher degree of determinacy.
