• Aida Kairiené Vytautas Magnus university, Academy of Education Jonavos St.66, Kaunas, Lithuania
Keywords: rhizomatic learning, Deleuze Guattari, becoming, nomad.


Aim.The postmodernism manifested itself in the second half of the 20th century. The branch of postmodernism is poststructuralism - in fact, it was called French poststructuralism, with the dominant philosophy being “68 philosophy” (Marshall, 2004). In that period, alongside influential works such as Derrida “On Grammatology” (1968), M. Foulcalt “The Madness and Civilization” (1967), J. Kristeva “Semiotics” (1969) emerged and Deleuze, Guattari personalities. According to the Eurydice study, 9 out of 10 students in the European Union study English. Students can learn English not only in formal but also in non-formal and informal forms.  This enables the development of rhizomatic learning, which origins lie in Deleuze, Guattari (2004) philosophy.  Thus, the problem – related question arises: what is the essence of rhizomatic learning from a perspective of poststructuralism? The aim of the study is to review theoretical considerations in order to reveal the essence of rhizomatic learning from a perspective of poststructuralism.

Method.The research method – a scientific literature review. The literature review examines relevant, current, and recent literature (Grant & Booth, 2009). The literature review is based on philosophical and educational insights. The following sources have been selected for the analysis of rhizomatic learning of English: 1) philosophical and educational books that help to reveal the essence of rhizomatic learning; 2) publications and dissertations on the issue of rhizomatic learning, which helped to analyse the essence of rhizomatic learning from a perspective of poststructuralism.

Results. The antecedents of rhizomatic learning are rhizome and other Deleuze Guattari's (2004) concepts as assemblages, becoming, nomad. The rhizomatic learning based on Deleuze Guattari's (2004) term of rhizome, which has neither beginning nor end (Cormier, 2008), providing a dynamic, open, personalized learning network created by learners themselves that meets their perceived and real needs (Lian, Pineda, 2014). The concept of rhizomatic learning has its own meaning, but is closely related to the concepts of Deleuze, Guattari (2004), such as rhizome, assemblage, becoming, nomad, and so on. It should be noted that the rhizomatic learning from poststructuralism perspective develops and manifests itself through various 'moving' Deleuze, Guattari’s (2004) concepts.  The consequences of rhizomatic learning show that rhizomatic learning could be applied successfully in educational science as learning foreign languages in various learning forms.

Conclusion. The scientific analysis revealed that rhizomatic learning develops through Deleuze, Guattari concepts, especially through becoming learner and occurs in lifelong learning of English.

Author Biography

Aida Kairiené, Vytautas Magnus university, Academy of Education Jonavos St.66, Kaunas, Lithuania

PhD student of Educational Science


Andrijauskas, A. (2010). Neklasikinės ir postmodernistinės filosofijos metamorfozės. Vilnius: Meno rinkos agentūra.

Baranova, J. (2017). Deleuze and Education. European Journal of social sciences, 4(3), p. 151-161.

Bell, F., Mackness, J., & Funes, M. (2016). Participant Association and Emergent Curriculum in a MOOC: Can the Community Be the Curriculum? Research in Learning Technology, 24, p.1-19.

Beighton, C. (2015). Deleuze and Lifelong Learning: Creativity, Events and Ethics. New York/London: Palgrave Macmillan

Berardi, F. (2008). Felix Guattari: Thought, Friendship, and Visionary Cartography. Palgrave Macmillan

Bissola, R., Imperatori, B., Biffi, A. (2017). A Rhizomatic Learning Process To Create Collective Knowledge in Entrepreneurship Education. Open innovation and collaboration beyond boundaries. Management Learning, 48, 206-226.

Bozkurt, A., Honeychurch, S., Caines, A., Bali, M., Koutropoulos, A., Cormier, D. (2016). Community Tracking in a cMooc and Nomadic Learner Behavior Identification on a Connectivist Rhizomatic Learning Network. Turkish Online Journal of Distance Education, 17, 4-30.

Charney, R. (2017). Rhizomatic Learning and Adapting: A Case Study Exploring an Interprofessional Team's Lived Experiences. Dissertation.

Cole, D. (2014). Inter-collapse... Educational Nomadology for a Future Generation. In book: Deleuze and Guattari, Politics and Education, Chapter: 4, Editors: Matthew Carlin and Jason Wallin, Publisher: Bloomsbury,77-95

Cormier, D. (2008). Rhizomatic Education: Community as Curriculum Innovate. Journal of Online Education, 4(5), 1-8.

Cronje, J. (2018). Towards a Model for Assessment in an Information and Technology-rich 21st Century Learning Environment. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA),1-1

Chan, K. H. (2010). Rethinking Children’s Participation in Curriculum Making: A Rhizomatic Movement. Flows, Rhythms, and Intensities of Early Childhood Education Curriculum. Pacini-Ketchabaw, V. (Ed.). New York: Peter Lan, 107-122

Deleuze, G. (2012). Derybos. Vilnius: Baltos lankos

Deleuze, G. (1994). Difference and Repetition. New York: Columbia University Press

Deleuze, G., Guattari, F. (2004). A Thousand Plateaus: Capitalism and Schizophrenia. London: University of Minnesota Press.

Deleuze, G., Guattari, F. (2000). Anti - Oedipus. London: University of Minnesota Press

Duoblienė, L. ( 2014). Learning as Swimming: Imaginational School Project in Deleuzean Way. Žmogus ir žodis, T. 16 (4), 140–148

Duoblienė, L.(2017). Šizoidinė mokytojų situacija: pavojus tapatybei ir kūrybiškumo prielaida. Acta Paedagogica Vilnensia, 38, 11-24

Ellis, V. A.(2016). Introducing the Creative Learning Principles: Instructional Tasks Used to Promote Rhizomatic Learning Through Creativity,The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89, 4-5, 125-134, DOI: 10.1080/00098655.2016.1170448

Europos Tarybos rekomendacijos (2018) „Dėl bendrųjų mokymosi visą gyvenimą gebėjimų” content/LT/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN

Eurydice report (2017). Retrieved from : Key Data on Teaching Languages at School in Europe.–-2017-edition_en .

Fendler, R. (2013). Becoming-Learner. Coordinates for Mapping the Space and Subject of Nomadic Pedagogy. Qualitative Inquiry,19, 786-793. DOI: 10.1177/1077800413503797

Gabi J. (2013). Rhizomatic Cartographies of Belonging and Identity within Early Years Education. Ed. Dissertation. The Manchester Metropolitan University, 1-326

Geros mokyklos koncepcija (2015). /Geros%20mokyklos%20koncepcija.pdf

Grant, M. & Booth, A.( 2009). A Typology of Reviews: an Analysis of 14 Review Types and Associated Methodologies. Health Information and Libraries Journal, 26, 91–108.

Koutropoulos, Apostolos & Bali, Maha & Honeychurch, Sarah & Hamon, Keith & Hogue, Rebecca & Johnson, Scott & Leunissen, Ron & Singh, Lenandlar. (2016). What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14. Current Issues in Emerging eLearning,3, 41-59.

Kristeva, J. (1969). Séméiôtiké: recherches pour une sémanalyse, Paris: Edition du Seuil, English translation: Desire in Language: A Semiotic Approach to Literature and Art, Oxford: Blackwell (1980)

Lian, A., Pineda,V. M. (2014). Rhizomatic Learning: “As… When… and If…” A Strategy for the ASEAN Community in the 21st Century. Beyond Words: A journal on Language Education, Applied Linguistics and Curriculum & Instruction,2, 1-27.

Mažeikis, G. (2013). Įsikitinimai. Sąmoningumo metamorfozės. Kaunas: Kitos knygos.

Mackness, J., Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis, 7 (1), 25–38

Mackness, J., Bell, F. & Funes, M. (2016). The Rhizome: a Problematic Metaphor for Teaching and Learning in a MOOC. Australian Journal of Educational Technology. 32(1), 78-91

Marshall, J. (2004). Poststructuralism, philosophy, pedagogy. Dordrecht & Boston: Kluwer Academic Publishers.

Masny,D.(2014). Disrupting Ethnography through Rhizoanalysis. Qualitative Research in Education, 3(3), 345–363.

Peters, A., Burbules, M.C. (2003). Poststructuralism in Educational Research. Retrieved from:

Pocius, K. (2011). Geismas ir išlaisvinimas G. Deleuzo ir F. Guattari politinėje filosofijoje.

Problemos. 79, 28-40.

Rubavičius, V.(2010). Postmodernus kapitalizmas. Kaunas: Kitos knygos.

Sanford, K., Merkel, L., Madill, L. (2011). „There’s no Fixed Course”: Rhizomatic Learning Communities in Adolescent Videogaming, The Journal of the Canadian Game Studies Association , 5 (8), 50–70

Semetsky, I. (2013). Learning with Bodymind. In Cartographies of Becoming in Education. A Deleuze-Guatatri perspective. Ed.Diana Masny. Rotterdam: Sense Publishers.

Semesky, I. (2007). Deleuze, Education and Becoming. Rotterdam: Sense Publishers. Sage Publication.

St. Pierre Elizabeth Adams (2004) .Deleuzian Concepts for Education: The Subject Undone, Educational Philosophy and Theory, 36(3), 283-296, DOI: 10.1111/j.1469-5812.2004.00068.x

Žukauskaitė, A. (2011). Gilles’io Deleuze’o ir Felixo Guattari filosofija: daugialypumo logika. Vilnius: Baltos lankos

Usher, Edwards. (1994). Postmodernism and Education. New York: Columbia University Press

Žukauskaitė, A. (2011). Gilles’io Deleuze’o ir Felixo Guattari filosofija: daugialypumo logika. Vilnius: Baltos lankos

Žukauskaitė, A. (2004). Geismo mašinos: psichoanalitinė ir šizoanalitinė perspektyva. Sociologija, 3, 27-32.

Vidurinio ugdymo programos.(2013). Retrieved from:

Waterhouse, M. (2011). Experiences of Multiple Literacies and Peace: A Rhizoanalysis of Becoming. Dissertation. University of Ottawa.

How to Cite
Kairiené, A. (2020). THE RHIZOMATIC LEARNING FROM A PERSPECTIVE OF POSTSTRUCTURALISM. Journal of Education Culture and Society, 11(1), 102-115.