This chapter will examine the potential for rhizomatic working to push past the “alienating methods of production” described by Mills (1959: 13) and produce innovative approaches to education which have some freedom from political domination. These constellations of practice have theoretical roots in posthuman thinking and in the affirmative politics of Spinoza. We explore a Braidottian maxim of the work is the institution, rather than the institution is the work, in an attempt to drive pedagogy which is not limited by the axioms of the further education ‘system’.

In a ‘community of praxis’ (Mycroft, 2016) students can become tutors and tutors, students, graduates and an international community of critical friends may engage, disengage and re-engage in task-oriented constellations which are progressive, campaigning and theoretical. These include redeveloping curricula, influencing national policy and interdisciplinary anti-fascist work, all of which try to both respect standpoint politics and move beyond places of pain to affirmative post-identitarian action.