Action research and the assemblage: engaging Deleuzian pedagogy and inquiry beyond the constraints of the individual and the group in education settings

Drawing upon the author's previous attempts to engage the work of Deleuze and Deleuze and Guattari with contemporary pedagogic practices and research, this paper offers a conceptually tentative reworking of the theory and practice of action research, both as a means of challenging antecedent positions and as a way of proposing a volatile and incisive approach that, it will be argued, can help in generating a more plural, reflexive and methodologically relevant pedagogy/research praxis. In this, it is hoped that the mobilisation of a Deleuzian conceptualisation of assemblage as a form of inquiry will open up the animation of revitalisation as event.