To make a lesson: diffracting through rhizomatic curriculum with postmethod pedagogies

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 3
  In Roundtable Session: Continental Philosophy, Postmodernism, and Education

Abstract

This paper aims to translate the concept of rhizomatic curriculum out of philosophical Deleuzeguattarian-speak with the help of postmethod pedagogies. The study is built around the understanding that rhizomatic curriculum lies between reactive and creative, planned and lived curriculum. The analysis, conducted by means of diffraction, discloses that hierarchies of knowledge, centeredness, and directions learning takes are continuously negotiated. The author argues that a perfect rhizomatic curriculum does not exist; rather, one can map articulations of it, all which comprise rhizomatic curricula, or living onto-ethico-epistemologies. To make a lesson and actualize its rhizomatic multiplicities, the author urges teachers to start by asking the following: What can this group of learners learn collectively and individually in the spacetime of this class?

Author

• Rūta Gajauskaitė, Vilnius University