This edited book gathers seven established art educators-educator artists who address art education from the philosophical position of Deleuze and Guattari. This book raises questions as to where the future of art and its education might be heading if the focus on art was to be repositioned along Deleuze and Guattariâs philosophy of immanence. The chapters are speculative as they query what is âthinkingâ in the art process. There is an attempt to project other forms of what art can âdo,â and the curriculum that can emerge when a student-centered problematic is explored along such lines.
