Teachers in Nomadic Spaces is fieldwork in curriculum theory weaving vital strands of Gilles
Deleuze's constructivist philosophy into a case study of teacher induction and becoming in an
urban innovative school. Releasing the productive power of difference it allows us to see the
pedagogical potential of irregular (nomadic) spaces and thereby to obtain release from the
Platonic pincer-hold of curriculum as recovery and representation. This book offers a
conceptual mode for recomposing ourselves into new expressions in education by means of
semiotic and affective experimentation and will appeal to teachers teacher educators
curriculum developers those interested in urban issues in education and Deleuzians.
