It is well-known that Gilles Deleuze (and Félix Guattari) are critical of the notion of ideology. However, it is not very clear why they seem to be so dismissive of it. In what follows, I will begin my discussion by showing what Deleuze means by ideology and reconstructing why Deleuze thinks that ideology is a misused concept and that the misuse of the concept warrants its dismissal. In Anti-Oedipus, the insufficiency or inadequacy of the concept of ideology can be understood (...) in light of the opposition between production and representation. Next, I will show that—in A Thousand Plateaus—this very opposition between production and representation is relaxed in favor of the notion of assemblage. By looking at Althusser’s theory of ideology, I will argue that ideology is not merely a cognitive representation in the sense that it can be considered as having its own material existence. If so, the concept of ideology does not have to be too narrowly conceived. Rather, I propose that Deleuze and Guattari offer a different kind of ideology critique through noology and the critical analysis of microfascism. Finally, I will conclude by arguing that Deleuze is still enacting a novel form of ideology critique despite his dismissal of the very terminology. (shrink)

This paper critically examines the materialism that Gilles Deleuze espouses in his oeuvre to the benefit of educational theory. In Difference and Repetition, he presented transcendental empiricism by underwriting Kant with realism (Deleuze, 1994). Later, in Capitalism & Schizophrenia I & II that were co-written with Félix Guattari (1984, 1988) and that they named Anti-Oedipus and A Thousand Plateaus, Deleuze's philosophical approach is realigned into what I term here as transcendental materialism, and latterly as immanent materialism; that I claim effectively (...) eliminate phenomenology as perceptual input. This essay takes this transformation seriously as a way of understanding educational data, research and practices. The proposition that is central to this paper is that transcendental and immanent materialism give us a means of dealing with educational phenomena without the interference of perception or a stable category of experience, by connecting data with theory and circumventing subjectification. It is argued that this proposition has important consequences for educational research, and the construction of educational arguments that will be illustrated in this essay. Deleuze's debt to French Marxism and in particular to the work of Louis Althusser are also recognised through this writing. (shrink)