In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze’s nomadic change makers toward posthuman futures.

在本文中，我们采用德勒兹哲学来探讨气候紧急情况给教师和教育系统带来的复杂挑战以及由此产生的后人类主义转向的影响。在新西兰新西兰学校工作的自认是气候活动家的教师被要求在思考气候紧急情况时，将他们的教育现实和他们自己画成德勒兹式的组合。他们发人深省的图画在非结构化的 Zoom 采访中被用作符号学制品，引发了丰富的对话。通过这个过程，图纸在研究组合中产生影响，使读者积极参与研究过程。