Addressing a significant role in the process of identity-formation of post-formal education and cultural pedagogy, Kincheloe (2005; 2008; also Kincheloe and Berry, 2005) conceptualized bricolage as drawing from multiple theoretical and methodological resources, including hermeneutics, phenomenology, and narratology, while retaining the rigor of the best critical thought. The term bricolage was coined by French anthropologist Claude Lévi-Strauss (1966) with regard to spontaneous human action grounded in the characteristic patterns of mythological thinking and in the context of structuralism defined as the search for the underlying patterns of thought in all forms of human activity. Gilles Deleuze and Felix Guattari referred to the bricolage as a 'schizoanalytic" (1972), transgressive, mode of production.