Creativity, group pedagogy and social action: A departure from gough

James Evans, Ian Cook, Helen Griffiths

Research output: Contribution to journalArticlepeer-review


The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of 'becoming cyborg' in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's schizoanalytic practice in the 1950s and 1960s and, before him, the Francophone educationalist Celestin Freinet, who founded the Modern School Movement, are explored and used to illuminate examples of some of our own attempts to set the classroom up as a space for collective engagement. We conclude by exploring how this understanding of the class as subject group may be used to mobilise action and de-stabilise the coordinates of existing academic divisions of labour. © 2007 The Authors Journal compilation © 2007 Philosophy of Education Society of Australasia.
Original languageEnglish
Pages (from-to)330-345
Number of pages15
JournalEducational Philosophy and Theory
Issue number2
Publication statusPublished - 2008


  • Celestin Freinet
  • Creativity
  • Felix Guattari
  • Group pedagogy


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