In Cinema 2 Deleuze conceptualises the time-image as a cinema of infinite variation, opening the stable forms of the movement-image to an unformed and virtual outside. Five years later he would develop a similar analysis in the short ‘Postscript on the Societies of Control’, arguing that a new system of organisation was expanding the disciplinary formations that had reached their peak in the first part of the twentieth century. In both works Deleuze explores a world in the process of systemic (...) deterritorialisation that has profound implications for the way that society is organised and in which the world is thought. This essay argues that the ungrounding discussed in both of these later works should be understood as part of a similar shift in the ordering of the world, where a new regime of thought has emerged. The relationship between these two concepts in Deleuze's thought has important implications with respect to our understanding of his work on cinema. I argue that this connection reveals the political dimensions of Deleuze's focus on the intolerable in the cinema books. An impoverished life, through lack of access to capital, protection and education, offers less access to life-chances and potential social transformations. I focus on cinematic depictions of poverty and powerlessness in two films by Béla Tarr to account for the significance of poverty in Deleuze's overlapping thought on cinematic creation and media control. (shrink)

Deleuze put forth a description of fluid control in computerized society in his text ‘Postscript on Control Societies’. With the help of the philosophy of Gilbert Simondon, we can broaden and complexify this view and understand digital systems through the concept of modulation. These modulatory systems intervene in human individuation by controlling individuals as ‘dividuals’. In contemporary digital technologies, like blockchain platforms, the modulatory dividual control can be fierce and even total. Simondon’s concepts of pre-individual, individuation, and transindividuation present us (...) with an ontology for this contemporary mode of control and enable us to better understand the complex relations between the being of humans and technical networks. (shrink)

This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship (...) as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom. (shrink)

An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new (...) materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. (shrink)