space and time elements of the classroom environments. Also examined in this study via Eisner’s educational criticism are the elements of school, kindergarten and teachers within the spaces of their intersections with the children. While past research has directed our attention to addressing the problem of classroom disobedience, this study provides an opportunity and means to view these familiar actions through fresh lenses of possibilities. Predicated by an event in the researcher’s teaching life, the study utilizes Deleuze and Guattari’s rhizoanalysis to openly seek lateral paths of understanding by linking and folding the findings with texts other than those would normally used toward developing new understandings and questions regarding children’s disobediences. A version of this book was awarded the distinguished dissertation award from the International Institute for Qualitative Methodology.offers a lens on two kindergarten classrooms, examining moments of disobedience as children interacted with children, their teachers, and the space and time elements of the classroom environments. Also examined in this study via Eisner’s educational criticism are the elements of “school,” “kindergarten” and “teachers” within the spaces of their intersections with the children. While typically, research has directed our attention to “fixing” the problems of classroom disobedience, this study provides an opportunity and means to view these familiar actions through fresh lenses of possibilities. Predicated by an event in the researcher’s teaching life, the study utilizes Deleuze and Guattari’s rhizoanalysis to openly seek lateral paths of understanding by linking and folding the findings with texts other than those would normally used toward developing new “truths,” understandings, and questions regarding children’s disobediences.

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