ABSTRACT
The subject of this chapter is the legitimation of the dominant contemporary educational economy, grounded in the humanist legacy, and its de-legitimation or co-option of educational forms which resist or evade its capture. Drawing on Gilles Deleuze's thoughts in Bergsonism – on education, order-words, the real, and the virtual – to be able to diagnose the structure and effect of educational legitimation, the chapter goes on to provide examples of educational practice outside and against the humanist legacy. José Medina's notion of ‘resistant imagination’ provides the means to think of dominant mode of education first and foremost in terms of its injustices, and James C. Scott's reflections on mētis present an opportunity to rethink where educational legitimacy can come from and where it could, more justly, be grounded.
