David R. Cole

A missing boy, espionage, and simple machines are the perfect mix for the Math Kids...In addition to being president of the math club, Catherine Duchesne is the second member of her school's geocaching club. When she finds an email address in a hidden cache's logbook in the woods, Catherine--and the rest of the Math Kids--are catapulted into a missing persons case.The missing boy is the governor's son, and the kids believe that if he was a geocacher, the woods might be the best place to look for signs of him. So Catherine, Stephanie, Justin, and Jordan set out on a high-stakes treasure hunt to retrace the missing boy's path.But when they come across a No Trespassing sign and an angry man in army gear, they soon find there could be more to this case than they expected. And the missing boy might not be the only one at risk

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.

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.

Human civilisation stands at an unimaginable precipice. The human past, leading up to today, has seen society develop under the conditions of the Holocene since 10000 BC. However – we are now in the Anthropocene, what Deleuze/Guattari term as the future rupturing the present. This book analyses the Anthropocene given four dimensions: ‘tool-enhancement’; ‘carbon trail’; ‘the phallocene’; and ‘atomic-time’. A mode of education and social change lies parallel to this mapping that tackles degrowth, changing consciousness, a Green Utopia, and building a critical-immanent model to realign current practices in the light of globalisation. This is the first book to put the philosophy of Deleuze/Guattari to work for the future, and our collective existence as a differentiated educational practice in the Anthropocene.

Human civilisation stands at an unimaginable precipice. The human past, leading up to today, has seen society develop under the conditions of the Holocene since 10000 BC. However - we are now in the Anthropocene, what Deleuze/Guattari term as the future rupturing the present. This book analyses the Anthropocene given four dimensions: 'tool-enhancement'; 'carbon trail'; 'the phallocene'; and 'atomic-time'. A mode of education and social change lies parallel to this mapping that tackles degrowth, changing consciousness, a Green Utopia, and building a critical-immanent model to realign current practices in the light of globalisation. This is the first book to put the philosophy of Deleuze/Guattari to work for the future, and our collective existence as a differentiated educational practice in the Anthropocene.

Irreconcilable Differences is an attempt to peer into the future in the light of recent and ongoing events. Author David Cole proposes that Americans may be living through the beginning of the devolution of the United States of America – a development that may unfold after our lifetimes, although it could happen sooner. Cole surveys examples of devolutionary political developments around the world in recent decades. He offers a running commentary on recent polemics, as commentators in the press consider the evidence of American political decline and decay. He speculates as to exactly what form a devolved United States might take. The conjecture is that a point could be reached at which Americans conclude that an amicable breakup is to be preferred on the whole to an attempt to continue to live under the same tent. Is contemporary America an example of the Aristotelian phenomenon of “coming into being and passing away”?

Capitalised Education is not a biography of Kate Middleton, but, rather, understands her wedding on April 29th 2011 as a 'plateau', wherein a complex knot of social, political and economic forces collided. The chapters of the book make up a non-linear history of the royal wedding, a history that is underpinned by the ways in which power has been handled by the British royal family through time.

Mapping Multiple Literacies brings together the latest theory and research in the fields of literacy study and European philosophy, Multiple Literacies Theory (MLT) and the philosophical work of Gilles Deleuze. It frames the process of becoming literate as a fluid process involving multiple modes of presentation, and explains these processes in terms of making maps of our social lives and ways of doing things together.For Deleuze, language acquisition is a social activity of which we are a part, but only one part amongst many others. Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacy research and understanding. They outline how we can understand literacy as a social activity and map the ways in which becoming literate may take hold and transform communities. The chapters in this book weave together theory, data and practice to open up a creative new area of literacy studies and to provoke vigorous debate about the sociology of literacy.

MappingMultiple Literaciesbrings together the latest theory and research in the fields of literacy studyand European philosophy, Multiple Literacies Theory (MLT) and the philosophicalwork of Gilles Deleuze. It frames the process of becoming literate as a fluidprocess involving multiple modes of presentation, and explains these processesin terms of making maps of our social lives and ways of doing things together.For Deleuze, language acquisition is a social activityof which we are a part, but only one partamongst many others..Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacyresearch and understanding. They outline how we can understand literacy as asocial activity and map the ways in which becoming literate may take hold andtransform communities. The chapters in this book weave together theory, dataand practice to open up a creative new area of literacy studies and to provokevigorous debate about the sociology of literacy.