Rhizome Metaphor : Legacy of Deleuze and Guattari in Education and Learning

This comprehensive volume highlights the paradigm shift, creative approaches, and theoretical and practical aspects of rhizomatic learning. The great French theorists Deleuze and Guattari introduced the concept of the rhizome to allow educators to explore the educative process with the rhizomatic lens. The chapters cover digital pedagogies, the conceptual framework of rhizome and nomadic pedagogy in 21st-century education. It creates rhizomatic learning environments and rhizome metaphors to illuminate learning and teacher professional development. It covers an extensive range of issues and challenges related to teaching and learning in the techno centric education systems. It presents an up-to-date and comprehensive analysis of rhizomatic learning approaches in various disciplines. It examines the following key questions: What is the conception of rhizomatic learning and nomadic pedagogy? In which ways can rhizomatic learning transform teaching methods in the digital era? How can educators implement a rhizomatic learning approach in practice? What is the connection between the rhizomatic process and divergent thinking in socially mediated and technology-driven learning environments? Combining theory and practice, this book is essential reading for educational policymakers, teacher educators, university faculty, researchers, instructional designers, learning technologists, teachers, and undergraduate and graduate students worldwide. Contents Editor and Contributors 1 Rhizome Theory and Twenty-First Century Learning Introduction Legacy of Deleuze and Guattari Conclusion References 2 Non-human Agency in International Students’ Learning Realities: A Choreography of Actor-Network Theory and Rhizomes Opening the File Hybrid Entities Action Over Essence The Gift to Initiate Action Analytical Symmetry When Non-humans Promote Learning in International Education Settings Culture, Climate and Learning Accommodation, House Utilities and Learning Fridge, Fruits and ANT Fridge, Fruits and the Rhizome Closing the File References 3 Everyone is an Expert: Rhizomatic Learning in Professional Learning Contexts The Context The UK Government Policy Towards Professional Organizations Rhizomatic Learning The Development of Rhizomatic Learning Theory by COPs The Underpinning Theories of Collaborative Learning Asking Questions About Learning Theory and Practice Methodology Findings and Discussion Which Technologies Facilitate Effective Knowledge Sharing? Which Pedagogical Theories Underpin Collaborative Online Learning? What Roles Should a CoP Adopt in Knowledge Sharing and Theory Creation? How Do MOOCs Change the Learning Landscape? How Can a MESHGuide Help Teachers Grasp Significant Findings Quickly? New Ways Forward for Collaborative Learning Conclusions Appendix References 4 Applying Deleuzian and Guattarian Principle of Asignifying Rupture in Students’ Online Rhizomatic Engagement Patterns Introduction Literature Review Research Methodology Method Sampling Data Collection Procedure Data Analysis Findings Discussion Conclusion, Limitations, and Recommendations References 5 Curriculum as Becoming: Becoming with a Forest Introduction Philosophical Concepts of Deleuze and Guattari Forest as Rhizome: A Machine Seeking Connections Forest Walk: Making Connection Within the Forest Becoming Children Becoming Mystery Girls Who Are the Mystery Girls? Curriculum as Concept Creation Forest as Assemblage of New Ideas, Concepts, and Stories Curriculum Making as Becoming with Worlds References 6 Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies Introduction Testing Pilot: Becoming Lost and Found in Translation as a Nomadic Rhizomatic Space for Learning Test 1: Understanding Rhizomatic Learning and Rethinking What It Means to Learn with Nomadic Lenses, Considering What Theories and Practices Can Serve as a Guide Test 2: Laboratories of Learning Becoming Rhizomatic and Nomadic Test 3: Interrogating ‘Course Designer’ for Evidence of How Courses Can Become Laboratories of Learning Course Designer 1: Introduction and Resources List Course Designer 2: Vision and Values Course Designer 3: Defining Course Aims Course Designer 4: Crafting Learning Outcomes Course Designer 5: Designing Inclusive Assessment Course Designer 6: Course Structure Conclusions from Our Test Results References 7 Rhizomatic Learning for Nomadic Learners: A Postdigital Education Blended Conceptual Metaphor Framework Introduction The Blended Conceptual Metaphor: A Brief Explanation of the Instrument Rhizomatic Learning for Nomadic Learners: A Blended Conceptual Metaphor Framework Input Space One: Rhizomatic Learning Input Space Two: Nomadic Learners Generic Space Blended Space Towards a Rhizomatic Thinking Conclusion References 8 Rhizomatic Learning in the Postmodern Era Introduction Basic Characteristics of Education in the Postmodern Era Rhizomatic Learning Conclusion References 9 Rhizomatic Learning Environments: Possibilities for Education Theoretical Background of the Research Rhizomatic Features of the Training Program Created Applying the Methodologies Chosen to Design the Learning Environment Final Considerations References 10 Exploring Rhizomatic Learning on Twitter Through Research on Teacher Professional Development Introduction Rhizomatic Learning and the Concept of Rhizome Rhizomatic Learning in Internet-Related Educational Research Rhizomatic Learning in MOOCs: #Rhizo14 and #Rhizo15 Methodological Challenges and Opportunities to Applying RL in Research Working with Deleuzo–Guattarian Concepts in One’s Research: Methodology as Assemblage Conclusions References 11 The Students’ Use of Mobile Instant Messaging Applications: Deleuze and Guattari’s Nomadism Analysis Introduction Background to the Study Higher Education in South Africa First-Year Students’ Experience Mobile Technologies in Education Theoretical Perspective to the Study Research Methodology Research Approach Data Collection Data Analysis Summary of Research Findings Rhizomatic Space Deterritorialization Nomadic Subjects Nomadic Resistance Discussion and Conclusions References 12 Exploring Rhizomatic Thinking in Clinical Reasoning Introduction Systems Thinking Systems Thinking and the Human Body Systems Thinking, Disease States, and Clinical Reasoning Clinical Reasoning and Rhizomatic Thinking Implication of Applying Rhizomatic Thinking to Clinical Reasoning Rhizomatic Thinking, Pedagogy of Clinical Reasoning and Connectivism References Index