Overview

This book is a selection of writings on Gilles Deleuze and Félix Guattari’s philosophy and its connection with language learning. The authors are global experts in the field of language learning and schizoanalysis and have been collaborating on projects concerning Deleuze and Guattari for over two decades. They are the only scholars who have consistently applied Deleuze and Guattari to language learning. In addition to lecturing and co-writing on this topic, they have been working on projects concerning social ecology and the Anthropocene across the globe. This book attempts to put their multifaceted writings on language learning and teaching into systematic order. Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. As such, this book introduces the philosophy of Deleuze and Guattari and its use in the field of language learning in the tertiary education sector and elsewhere.The authors demonstrate how Deleuze and Guattari inform language learning and teaching in creative, unpredictable, and sometimes rupturing ways. The book introduces empirical research from Australia, Canada, the United States, and Japan that combines Deleuze's thought, literacies and multiliteracies theory to explain how students frequently have breakthroughs but, more often than not, have breakdowns in language learning. This book argues that the Deleuze and Guattari philosophical approach endeavours to understand the relationships between literacy, the literary, and literature use, and it extends multiliteracies into the multiple literacies theory of affect to develop an understanding of the complexities of learning – its breakdowns and hopefully its breakthroughs.

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9781433191640

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Reviews

Bradley and Cole are two of the most active and proficient scholars to date working on Deleuze and Guattari. Their emphasis on language allows them to navigate through the emancipative project of a 'people to come,' a figurative species who speak the language of the most innocent of all destructions. Virgilio A. Rivas, Philosophy Department, Polytechnic University of the Philippines This is an impressive book that presents outstanding examples of language teaching practice, based on the philosophy of Deleuze and Guattari. It shows how the abstract concepts proposed by Deleuze and Guattari can be activated in practice through multimodal education and the interplay between elements of different natures and levels. The vectors that emerge from Bradley's and Cole's experiences and stories offer an alternative and promise for future education. Lilija Duobliene, Professor, Head of Education Department, Philosophy Faculty of Vilnius University, Lithuania What a unique contribution to the TESOL field! This book applies Deleuze and Guattari's work to the question of motivation and engagement in language learning and teaching. Bradley and Cole also offer new approaches to innovative teaching in English language education in Japan. It is a must-read for anyone believing that language learning leads to personal growth. Reiko Yoshihara, Professor of English, College of Commerce, Nihon University, Japan For more than a decade Bradley and Cole have produced ground-breaking work interrogating language learning through the writing of Deleuze and Guattari. In this book, they engage in a poetics of transversality to offer incisive insights, critical and creative ruptures, and novel openings for (re)thinking the global ecologies of language learning and teaching in the tertiary sector and elsewhere. By exploring breakdowns, breakthroughs, and changing relations, they encourage us to experiment with new modes of education that enhance life. Frans Kruger, Assistant Professor, School of Education, University of Nottingham Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. The result is an interesting set of approaches that pose important questions about the role of education within - and without - society. Barnaby Ralph, Professor of British Literature and Culture, Faculty of Humanities, Seikei University, Japan

“This is an impressive book that presents outstanding examples of language teaching practice, based on the philosophy of Deleuze and Guattari. It shows how the abstract concepts proposed by Deleuze and Guattari can be activated in practice through multimodal education and the interplay between elements of different natures and levels. The vectors that emerge from Bradley’s and Cole’s experiences and stories offer an alternative and promise for future education.” Lilija Duobliene, Professor, Head of Education Department, Philosophy Faculty of Vilnius University, Lithuania “For more than a decade Bradley and Cole have produced ground-breaking work interrogating language learning through the writing of Deleuze and Guattari. In this book, they engage in a poetics of transversality to offer incisive insights, critical and creative ruptures, and novel openings for (re)thinking the global ecologies of language learning and teaching in the tertiary sector and elsewhere. By exploring breakdowns, breakthroughs, and changing relations, they encourage us to experiment with new modes of education that enhance life.” Frans Kruger, Assistant Professor, School of Education, University of Nottingham “Bradley and Cole offer a thoughtful and timely look at the intersections between the abstraction of philosophical theory and the pragmatic reality of language learning. The result is an interesting set of approaches that pose important questions about the role of education within – and without – society.” Barnaby Ralph, Professor of British Literature and Culture, Faculty of Humanities, Seikei University, Japan “What a unique contribution to the TESOL field! This book applies Deleuze and Guattari’s work to the question of motivation and engagement in language learning and teaching. Bradley and Cole also offer new approaches to innovative teaching in English language education in Japan. It is a must-read for anyone believing that language learning leads to personal growth.” Reiko Yoshihara, Professor of English, College of Commerce, Nihon University, Japan “Bradley and Cole are two of the most active and proficient scholars to date working on Deleuze and Guattari. Their emphasis on language allows them to navigate through the emancipative project of a ‘people to come,’ a figurative species who speak the language of the most innocent of all destructions.” Virgilio A. Rivas, Philosophy Department, Polytechnic University of the Philippines

Author Information

Joff P. N. Bradley is a professor working at Teikyo University, Tokyo, Japan. He was visiting professor at Jamia Millia Islamia, New Delhi, and visiting fellow at Kyung Hee University, Seoul. Joff has co-written A Pedagogy of Cinema and coedited books on Deleuze and Buddhism; utopia; new French thought; transversality; Japanese education; Stiegler; and animation. His forthcoming books will focus on (1) schizoanalysis and postmedia and (2) schizoanalysis and Asia. David R. Cole is Associate Professor in Education at Western Sydney University, Australia, and the founder of the Institute of Interdisciplinary Research into the Anthropocene: https://iiraorg.com/. He is a philosopher of education and author of fifteen books and more than one hundred significant publications. He believes that the problematics of the Anthropocene can only be approached through collective practice and thought. His latest book is Education, the Anthropocene, and Deleuze/Guattari.

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