The paper ‘Deterritorializations: Putting postmodernism to work on teacher education and inclusion’ by Julie Allan argues for some products of the engagement with postmodernism within educational research and practice in general and inclusion research and practice in particular. She suggests that merely acting as mediating host to postmodernism has been of little help in navigating our way within the accountability and standards culture of education. Allan claims that it has created something of an impasse in what we think we can say and write as academics, restricting the infl uence that can be exerted over policy processes and doing little for student teachers who are attempting to grapple with uncertainty in a context in which everything is reducible to a competence or a standard. As she discusses, diffi culties appear to have little to do with the quality of postmodern theory itself, but more with the limited way in which it has been used. Allan draws particularly on the work of Deleuze and Guattari, and on a more pragmatic engagement with deconstruction, and she suggests a series of ways in which postmodernism might be put to work more usefully in teacher education and inclusion. This essentially involves a shift from interpretation to the experience of, and experimentation with, theory. Deconstruction enables policy issues to be framed as aporias, with multiple paths and divergent possibilities, rather than as problems, which are reducible to solutions or recommendations.