In this paper the author argues for the use of Deleuzian theories in educational contexts. In particular, she is interested in the use of the concept of rhizomes, and the analysis of texts as rhizomes, drawing on Deleuze and Guattari's work in "A Thousand Plateaus" (1987). She discusses the possibilities for using rhizomatics in educational contexts through an exploration of the construction of an "apparatus of social critique". She then describes a rhizomatic understanding of the relationships between teachers and policy texts, which can disrupt commonsense understandings of these relations. She provides examples from her own research (Honan, 2001) of a rhizo-textual analysis of policy texts. This rhizo-textual analysis involved an exploration of the construction of the subject position, "teacher", within one policy text, as well as a mapping of two teachers' readings of this text. The author concludes with a discussion of the implications for using Deleuzian theory in educational contexts, implications for both policy developers and educational researchers.