Arts-based data from a theatre play, "Apple Time," are explored in order to disrupt binarized diversity discourses dominating deaf education in a diasporic community located in a small city in Saskatchewan. Deaf education is demarcated by two camps of professionals: those who promote the development of spoken English through the use of cochlear implants, therapy interventions, and placements in oral language learning environments only; and those who promote a bimodal bilingual approach in which children are taught two languages: English and American Sign Language (ASL). Currently, most deaf children are placed in schools in their home communities and are educated primarily in oral language environments. Stories composed and performed by the deaf youth are explored with a view to identifying the affects that arise from their intra-actions among animal, earth, and machine. Through the mapping of the affects that produce and are produced by animals, earth, and machine, the focus is on the intra-actions that concern diversity discourses, and the lines of flight for disruption of diversity discourses are discerned. The inner and outer journeys of four of the eight youth performers are traced; as deaf nomads, they traverse between the affects arising from intra-actions with humans, animals, earth, and machine. Since the deaf youth performers drew upon their personal histories in developing their scenes, the article demonstrates how such histories may disrupt diversity discourses pertaining to the education of deaf children and youth, thus contributing to more recent theorizing of language acquisition as distributed throughout an assemblage.