Rethinking the Agenda: Immanence as a Making Possible in Faculty Meetings and…and…and…

This post qualitative study mobilizes Deleuze and Guattari’s deterritorialization and reterritorialization and Foucauldian neoliberal theory to rethink the operating onto-epistemological assumptions and neoliberal aims of the conventional faculty meeting in United States public education. While ongoing communication is vital to supporting the work of academic communities in K-12 educational spaces, robust and prepopulated neoliberal agendas signal compliance and transaction rather than facilitate synergistic collaboration among colleagues, producing limiting patterns of thinking-doing education. This article argues that the conventional faculty meeting, as an arborescent structure in education, neglects the immanence of teaching and learning and the continual unfolding of newness and possibility within academic communities and their gatherings. This study invites a reimagining of the faculty meeting as a making possible —opening to emergent engagement that promotes curiosity, collaboration, and community in educational spaces.