The papers selected for this special issue come from theorists and practitioners working at the intersection of Deleuze, Guattari, Schizoanalysis and Education. As such, they address a broad range of issues relating to institutional education such as pedagogy, teaching, learning, teacher education, theories of self, subjectivity, and the space and time of the classroom. While Deleuze and Guattari never wrote a book that pertained specifically to education, their work contains many uses of educational concepts and examples, albeit in provocative and evocative ways. Deleuze in particular, who worked as a high school teacher in France in the 1950s, was said to place great store on teaching as an act of affirmation. This special issue takes the conceptual work of Deleuze and Guattari and applies it to the educational landscape.