This article addresses how thinking alongside the notion of Deleuze and Guattari’s use of the term desire may frame learning as a transformative process of becoming. This article discusses a project that engaged a cohort of preservice students in a reflection on desire paths. Artmaking within these improvised sites asked the cohort to confront and problematize expectations about teaching and learning in the art room. Extending the metaphor of the desire path into the geophilosophical work of Deleuze and Guattari, this article reflects on the shifting terrain of the learning assemblage and suggests the figuration of nomadic pedagogy. The article considers the role artistic processes have in plugging into the assemblage and reflects on the emergence of learning as a pedagogical event. Ultimately, this article borrows from Deleuze and Guattari’s portrayal of a performative ontology of becoming in order to support the project of becoming-learner.

中文翻译：

---

渴望之路：在活动多变的学习空间中对学前班学生的反思

本文讨论了与德勒兹（Deleuze）概念和瓜塔里（Guattari）对欲望一词的使用一起思考，如何将学习框架化为转变的过程。本文讨论了一个项目，该项目吸引了一批学前班学生，以反思他们的愿望之路。在这些即兴创作的场所中进行美术创作，要求他们面对艺术室中的教与学，并使期望值出现问题。本文将欲望路径的隐喻扩展到了德勒兹（Deleuze）和瓜塔里（Guattari）的地球哲学著作中，反思了学习组合不断变化的地势，并提出了游牧教育学的象征。本文考虑了艺术过程在融入过程中所扮演的角色，并反思了学习作为一种教学活动的出现。最终，