Deterritorializing Disciplinarity

Abstract

This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge. I suggest a move from knowledge as discipline to knowledge as an emergent potential of a field. Through this move, I propose an immanent pedagogy, based on the work of Deleuze and Guattari, in which students and teachers become active participants in a field of knowledge. This field is not only a way out of disciplinary knowledge but also a mechanism for students and teachers alike to critique and subvert disciplinarity. My understanding of knowledge production is based on the ontological and immanent capacity of students to learn and produce. In developing the idea of deterritorializing the classroom, I will draw from literature on decolonizing pedagogy and knowledge production as well as literatures that engage with digital pedagogies and activism.