Expanding Curriculum Theory, Second Edition carries through the major focus of the original volume-to reflect on the influence of Deleuze and Guattari's concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the (il)logic of school policy changes and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry.

Expanding Curriculum Theory, Second Edition carries through the major focus of the original volume-to reflect on the influence of Deleuze and Guattari's concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the (il)logic of school policy changes and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry.

This edited volume brings together scholars of comedy to assess how political comedy encounters neoliberal themes in contemporary media. Central to this task is the notion of genre; under neoliberal conditions (where market logics motivate most actions) genre becomes "mixed." Once stable, discreet categories such as comedy, horror, drama and news and entertainment have become blurred so as to be indistinguishable. The classic modern paradigm of comedy/tragedy no longer holds, if it ever did. Moreover, as politics becomes more economic and less moral or normative under neoliberalism, we are able to see new resistance to comedic genres that support neoliberal strategies to hide racial and gender injustice such as unlaughter, ambiguity, and anti-comedy. There is also an increasing interest with comedy as a form of entertainment on the political right following both Brexit in the UK and the election of Trump in the U.S. Several essays confront this conservative comedy and place it in context of the larger humor history of these debates over free speech and political correctness. For comedians too, entry into popular media now follows the familiar neoliberal script of the celebration of self-help with the increasing admonishment of those who fail to win in market terms. Laughter plays an important role in shaming and valorizing (often at the same time!) the precarious subject in the aftermath of global recession. Doubling down on austerity, self-help policies and equivocation in the face of extremist challenges (right and left), politics foils the critical comedian's attempt to satirize and parody its object. Characterized by ambiguity, mixed genre and the increasing use of anti-humor, political comedy mirrors the social and political world it mocks, parodies and celebrates often with lackluster results suggesting that the joke might be on us, as audiences.

***NOW IN PAPERBACK*** School violence has become our new American horror story, but it also has its roots in the way it comments on western values with respect to violence, shame, mental illness, suicide, humanity, and the virtual. Beyond Columbine: School Violence and the Virtual offers a series of readings of school shooting episodes in the United States as well as similar cases in Finland, Germany, and Norway, among others and their relatedness. The book expands the author's central premise from her earlier book Failure to Hold, which explores the hidden curriculum of American culture that is rooted in perceived inequality and the shame, rage, and violence that it provokes. In doing so, it goes further to explore the United States' outdated perceptual apparatus based on a reflective liberal ideology and presents a new argument about proprioception: the combined effect of a sustained lack of thought (non-cognitive) in action that is engendered by digital media and virtual culture. The present interpretation of the virtual is not limited to video games but encompasses the entire perceptual field of information sharing and media stylization (e.g., social networking, television, and branding). More specifically, American culture has immersed itself so thoroughly in a digital world that its violence and responses to violence lack reflection to the point where it confuses data with certainty. School-related violence is presented as a dramatic series of events with Columbine as its pilot episode.

***NOW IN PAPERBACK*** School violence has become our new American horror story, but it also has its roots in the way it comments on western values with respect to violence, shame, mental illness, suicide, humanity, and the virtual. Beyond Columbine: School Violence and the Virtual offers a series of readings of school shooting episodes in the United States as well as similar cases in Finland, Germany, and Norway, among others and their relatedness. The book expands the author's central premise from her earlier book Failure to Hold, which explores the hidden curriculum of American culture that is rooted in perceived inequality and the shame, rage, and violence that it provokes. In doing so, it goes further to explore the United States' outdated perceptual apparatus based on a reflective liberal ideology and presents a new argument about proprioception: the combined effect of a sustained lack of thought (non-cognitive) in action that is engendered by digital media and virtual culture. The present interpretation of the virtual is not limited to video games but encompasses the entire perceptual field of information sharing and media stylization (e.g., social networking, television, and branding). More specifically, American culture has immersed itself so thoroughly in a digital world that its violence and responses to violence lack reflection to the point where it confuses data with certainty. School-related violence is presented as a dramatic series of events with Columbine as its pilot episode.