This article questions how the philosophy of Gilles Deleuze has been received and connected to the field of curriculum theory. In an effort to reconnect Deleuze-thought to its political force, this essay commences a series of arguments pertaining to the ways in which the revolutionary thought of Gilles Deleuze and Felix Guattari have been reterritorialized in all-too-conservative ways. Recommencing a connection to the political activism and radical psychoanalysis of Guattari, this essay aims to create a renewed image of Deleuze-thought for curriculum workers and arts-based theorists invested in rethinking the problems of representation to which much educational thought remains fundamentally committed. (Contains 11 notes.)