Learning as an Encounter with Signs: Some Challenges for Multicultural Education

Using the concept of learning through an encounter with signs in Deleuze`s The Proust and Signs, this study explored some challenges for multicultural education. For this, three tasks were done. First, we presented 4 different types of signs(e.g., worldly signs, signs of love, sensorious signs, and signs of art) in learning based on Deleuze`s The Proust and Signs. Second, we explored a meaning of the signs of art as an goal of education. Third, we analyzed the implications for multicultural education using Deleuze`s concept of learning as an encounter with signs. The educational implications of this study are as follows. First, we are accustomed to represent multicultural education. Deleuze`s concepts of signs challenge us to rethink the way to teach multicultural education, for example, intra-pedagogy (Taguchi, 2010). Second, our common pedagogy on multicultural education emphasizes our intellect working in our mind. Deleuze`s concepts of signs ask us to emphasize a pedagogy of senses operating in our body. We, as a learner, are not a being. We are an entangled becomings by intra-activity(Barad, 2007). This study indicates several ways of learning and teaching on multicultural education.