ABSTRACT
This chapter explores how the philosophy of Gilles Deleuze has been received and connected to the field of curriculum theory. In an effort to reconnect Deleuze-thought to its political force, this essay commences a series of arguments pertaining to the ways in which the revolutionary thought of Gilles Deleuze and Felix Guattari have been reterritorialized in all-too-conservative ways. As Gregoriou critiques of the contemporary ‘cut and paste’ approach to Deleuzian thought in education, the painstaking argumentations and conceptual tools forged by Deleuze have been reduced to ‘conceptual soundbites’. The contextualization of Deleuze-thought in education owes much to the manner in which the name ‘Deleuze’ was enmeshed within contemporary curriculum discourse. In the curricular writings of the late twentieth century for example, Deleuzian thought would be imported under the general banner of ‘French theory’ and more specifically, as a prominent exemplar of post-structural thought.
