This essay juxtaposes concepts created by Gilles Deleuze and Felix Guattari with worlds imagined by Ursula Le Guin in a performance of "rhizosemiotic play" that explores some possible ways of generating and sustaining what William Pinar calls "complicated conversation" within the regime of signs that constitutes an increasingly internationalized curriculum field. Deleuze and Guattari analyze thinking as flows or movements across space. They argue, for example, that every mode of intellectual inquiry needs to account for the "plane of immanence" upon which it operates--the preconceptual field presupposed by the concepts that inquiry creates. Curriculum inquiry currently operates on numerous nationally distinctive planes of immanence. I argue that the internationalization of curriculum studies should not presume a singular transnational plane of immanence but, rather, envisage a process performed by curriculum scholars with the capacities and competencies to "change planes"--to move between one plane of immanence and another and/or to transform their own planes. My essay is a "narrative experiment" that takes seriously Deleuze's argument that a work of philosophy should be, in part, a kind of science fiction, and also takes inspiration from Le Guin's science fictional stories of "changing planes" to generate productive and disruptive transnational agendas in curriculum inquiry.