'This is a fine book. The author moves deftly between a range of writing genres and stylespersonal narrative, creative non-fiction, dialogue, and reflection, and moreas she undertakes complex, playful work with theory. Garland draws particularly from Deleuze, affect theory, the new materialisms, and posthumanism, putting them into conversation with each other and generating new concepts and ways of thinking. This work is original, provocative, moving, surprising, enlightening; a pleasure and a privilege to read.'Professor Jonathan WyattProfessor of Qualitative Inquiry and Director of the Centre for Creative-Relational Inquiry, University of Edinburgh'This is a brave, imaginative, and intelligent text that can be described as exemplifying an epistemology of doing. It not only provides critical comment on academic writing conventions but also performs the author's rejection of familiar research narratives, privileging process over product in novel and surprising ways. This text charts the author's navigation of varied theoretical terrains, including engagements with Deleuze, Deleuze and Guattari, Guattari and Parnet, the new materialisms and posthumanism. It disrupts the routinely linear character of academic writing and mobilises or, rather, interweaves different genres such as personal narrative, creative non-fiction, dialogue, and reflection. Above all, this is a text about social justice and the enduringly powerful influence of pedagogic experiences. It offers a welcome and timely resistance to policy discourse and educational practices that work to exclude or marginalise. As such, this beautifully written book will speak to all those who care deeply about the democratisation of education and to those seeking inspiration as to what this might entail.'Dr Elizabeth J. Done,Plymouth Institute of Education
