Abstract
In this review of Kaustuv Roy's (2003) Teachers in Nomadic Spaces: Deleuze and Curriculum I outline the significance of the work of Gilles Deleuze to education policy debates in British Columbia. After describing Roy's Deleuzian approach to curricular practice, I situate Roy's approach within a field of Deleuze-o-Guattarian-inspired education studies. In summary, I argue that Roy's text can serve as a vehicle for re-conceptualizing educational encounters, the lives of teachers, and curricular policy.
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