The Rhizomatic Learning Paths in Becoming Post Qualitative Inquiry Researcher

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Critical Posthuman and Postfoundational Studies in Education Virtual Poster Session

Abstract

The post qualitative inquiry, rejecting fixed subjects, truths, and meanings, invites us to think of research as a process – an emerging, performative activity through which thinking involves creation rather than representation. Thus, this approach challenges us to embrace complexity and stay open to new ways of understanding rhizomatic learning. The purpose of this research – to disclose rhizomatic learning paths in becoming post qualitative inquiry researcher. In such way, rhizomatic learning becomes unpredictable, unstructured, and non-hierarchical. The author's created cartographic map discloses Deleuze and Guattari's (2004) rhizome principles: connectivity and heterogeneity, multiplicity and rupture, and cartography. This study significantly contributes to developing rhizomatic learning as learning by expressing nomadic journeys and presenting them in a dynamic, ever-changing landscape.

Author

• Aida Kairienė, Klaipėda university