ABSTRACT
This chapter seeks new methodologies and epistemological positions from which to read the radical inequalities that characterise the workings of advanced capitalism in schools. In advanced capitalism, subjectivities are produced in which difference is capitalised upon and highly valued in terms of creating new markets but these differences are subsumed into a market economy, disconnected from the emancipatory potential of making a difference in the world. Braidotti's Deleuzean analysis of advanced capitalism offers a different way of understanding the closing down of the possibilities of emancipatory research positions in the critical paradigm while simultaneously gesturing towards other possibilities for change. The chapter addresses these possibilities through a micro-analysis of the performances of self of a single Aboriginal child who came to represent the intractable problems of disadvantage. By focusing on three performances, it highlights the ways that this child has negotiated the (im)possibilities of schooling and illuminated the openings that made a difference.
