Radical pedagogies are taken here to be experimental forms of learning that are engaged with an on-going and passionate protest against inert ideas. It is education of and for vitality - learning how to intensify ones capacity to live affrmatively, and with singularity of style. For any such pursuit, the degree to which pedagogical and research cultures can accommodate diversity and difference is critical - this is vital for keeping them alive and kicking. Cultures and ideas become inert when internal difference, specifcity, and situated attention is stamped out of them, or stifed. When this happens, they have perhaps been smothered by what Brian Massumi refers to as "objective illusions," which arise when there is "a conditioned failure to register the full singularity of the occasion... The new situation is erroneously experienced as being more similar to a class of other events than it is different in its own occurrence" (Massumi 2015: 97). This is somewhat like, say, arriving out of the lift onto level 6 of a building for the frst time and making the mistake of thinking you are on level 4, where you have been before. They appear identical. Sometimes architects go out of their way to encourage objective illusions. A radical pedagogy would go out of its way to pull the difference out from under the blanket of apparent sameness and homogeneity.
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