ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book explores a radical possibility for moving beyond the fixedness of identity, and the subsequent politics and investments of identity. It outlines how Gilles Deleuze’s characterisation of his own work as ‘transcendental empiricism’ arrives through his understanding as to what constitutes learning. The book outlines two examples, that of Programme for International Student Assessment (PISA) shocks and the effects of those policy reforms that travel around the globe. It argues that those digital tools that enable learning personalisation effectively operate through a logistics of engagement that aim to keep the student engaged, or moving, through digital incentives. The book identifies the flows that move from the synthesis of past and present into an imagined future, always inflected by the societies of control and its modulatory forms.
