Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.
Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.
Knowledge transfer is no longer a fixed process. Rhizomatic learning posits that learning is a continuous, dynamic process, making connections, using multiple paths, without beginnings, and ending in a nomadic style. The chapters in this book examine these notions and how they intersect with a contemporary and future global society. Tracking the development of the field from postructuralist thinking to nomadic pedagogy, this book goes beyond philosophy to examine rhizomatic learning within the real world of education. It highlights innovative methods, frameworks, and controversies, as well as creative and unique approaches to both the theory and practice of rhizomatic learning.
Bringing together international contributors to provide new insights into pedagogy for 21st-century learning, this book will be of interest to academics, researchers, and postgraduate students in education and adjacent fields.
PART I Introduction
1. Explorations in learning and rhizome metaphor
PART II Theoretical foundations and rhizomatic perspective of learning
2.
What should we be teaching if Google gives the answer before we have even
finished typing the question?
3. Rhizomatic teacher development in the
context of the ecological university
4. Rhizomatic learning: A critical
appraisal from the perspective of cultural-historical theory
5. Rhizomatic
learning: A catalyst for a new social contract
6. Semiosis, hybridity and the
mediated mind
7. Rhizomes, nomads, and complexity: A new relational pedagogy
for the era of networks, social media, and artificial intelligence PART III
Pedagogical approaches and rhizomatic learning in action
8. Rhizomatic
learning systems and precision language education: A perfect match
9.
Rhizomatic pedagogy in higher education: A comparative analysis
10. Enabling
rhizomatic collaborations: Social and technical factors that impact agile
thinking and learning
11. The rhizomatic learning process of educational
commons
12. Changing the image of thought: Rhizomatic learning and
human-nature relationships in the Anthropocene
13. Rhizomatic learning and
the problematic field of ideas
Myint Swe Khine holds master's degrees in education from the University of Southern California, Los Angeles, USA, and the University of Surrey, Guildford. UK, and a Doctor of Education from Curtin University, Australia. He worked at the National Institute of Education, Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. Dr. Khine currently teaches at Curtin University, Australia. He is a member of the Editorial Advisory Board of international academic journals and has published several edited books. One of the books, Large Scale School Reform and Social Capital Building, was published by Routledge in 2013.
