This chapter schematically addresses-first by focally considering, then by turning askew-the relationship between what I call "differential being" and the environment at large (virtual, social, physical) of the con temporary university that must be navigated as a part of the normative educational pro cess.In asking questions about the collective entity of the university, its institutionality, and the bodies-human, nonhuman, and inhuman-within it, I have been concerned with the ways in which fluency or its interruption become marked, as well as ways in which the systemic maintenances of difference are adjudicated.1 In so doing, I am grateful for studies of institutional difference and diversity, re sis tance, chemicality, illness, and disability that have given this current piece an appreciable orientation.In writing this chapter, I wanted to respond to Julietta Singh and Nathan Snaza's call to attend to "undergrowth, " which they define in relation to "myriad encounters, relations, and affective shuttlings that enable 'education' even if they happen at a scale . . .that is outside of traditional humanist ways of viewing education, " as well as "fugitive ungovernability." 2 Inspired by considerations of undercommons, as well as meditations on those subdetectible regions below the marking thresholds of being that congeal around identity, I'm particularly interested in the forms of undergrowth that, in denying, challenging, or circuiting cogitation, summon the risk of disability or incapacity, such as questions of development or more broadly the narrative progression by which a learning body must undergo ordered changes.3 Underdevelopment, by strict definitions, marks a "failure" of the encounter between body and institution, and that failure is too easily cast on an individuated human/inhuman body rather than, say, the neoliberally configured institution itself.Here I draw on my newer work 13.DIFFERENTIAL BEING
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