“Bumblebee’s in Trouble!” Embodied Literacies during Imaginative Superhero Play

Using philosophies of Deleuze and Guattari, this article illustrates how superhero play is an embodied literacy. Seeing this as one way to engage in social class-sensitive teaching practice and as an opportunity for children to experience what the author calls “muchness” or “intellectual fullness,” educators are invited to imagine what is possible in the literacy classroom if lines of flight generated during play are listened to and followed.