A great deal of scholarship has been written and published on the topic of radical pedagogy and has had a large influence on educators at all levels, whether in public schools or in universities. This type of scholarship has generally placed some type of social inequity or institution, such as globalization, heteronormativity, governments, universities, public schools, racism, or commodification of students, as a social construction that it would like to see changed. However, since its inception, while a great deal of progress has been made, the advances, when compared to the effort, seems minimal. The issue, as I see it, revolves around the fact that radical pedagogy sets these abstract ideas and institutions as the focal point of change instead of the people that produce it. The problem is that inequity is produced through inequitable relationships between individuals opposed than created by these theories and institutions and then forced on a people in any given society. Therefore, the purpose of this thesis is to theorize and demonstrate a new form of radical pedagogy which will insert service, or community engagement, into classroom curriculum and, through this, seek to transform the inequitable relationships which individuals and groups of people participate on the local level. In order to do this, this thesis will combine the theories of Paulo Freire in Pedagogy of the Oppressed, Giles Deleuze and Felix Guattari in A Thousand Plateaus, and Michel Foucault in The History of Sexuality to construct a pedagogy, rhizomatic resistance, which will transform these relationships which will in turn ultimately help to transform the social system.