Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography
DOI:
https://doi.org/10.15503/jecs2024.2.169.186Keywords:
cartography, mapping, students, learning experiences, Deleuze and GuattariAbstract
Aim. This article presents the research on using cartography as a research method based on Gilles Deleuze and Félix Guattari’s (2004) insights. The aim of the study – to unfold and visualise students' learning experiences in non-formal and informal learning contexts beyond the classroom.
Methods. Cartography and rhizoanalysis. Cartography is a method of mapping (Wilmott, 2020). In order to create rhizomatic maps we used Deleuze and Guattari (2004) theoretical insights. The rhizoanalysis (Masny, 2015) was carried out according to Deleuze and Guattari’s (2004) rhizome principles: connectivity and heterogeneity multiplicity and rupture, cartography and decalcomania. The rhizoanalysis simultaneously reveals Alecia Youngblood Jackson and Lisa Mazzei's (2012) process of "thinking with theory". Thirty-eight students from upper-grade classes participated in this research. Each student’s learning path was depicted as their rhizomatic journeys, using various concepts such as nomads, lines of flight, becoming.
Results. The rhizoanalysis makes it possible to reveal students’ rhizomatic learning experiences, areas of interest and learning styles. Such a map challenges an existing hierarchical framework and conveys how students’ freely make connections through lines of flight and create their own learning paths.
Conclusions. This study demonstrates cartography as a useful methodology for visualising students’ learning experiences. Also, this study is unique and distinctive because it reveals the nomadic trajectories of individual learners and offers a thorough investigation of their activity destinations. The researchers of this study advise that students' non-formal and informal learning experiences be included into their formal education by using nomadic pedagogy.
Downloads
References
Brailas, A. (2023). Rhizomes, nomads, and complexity. A new relational pedagogy for the era of networks, social media and artificial intelligence. In M. S. Khine (Ed.), New directions in rhizomatic learning (pp. 98–116). Routledge. https://doi.org/10.4324/9781003376378-9
Cole, D. R., & Moustakim, M. (2022). The flash of a van: A cartography of a mobile educational initiative in the Claymore district of Sydney. European Educational Research Journal, 21(6), 900–921. https://doi.org/10.1177/14749041211020244
Conley, T. (2010). Space. In A. Parr (Ed.), The Deleuze dictionary (revised ed., pp. 260–262). Edinburgh University Press.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of Online Education, 4(5), Article 2. http://nsuworks.nova.edu/innovate/vol4/iss5/2?utm_source=nsuworks.nova.edu%2Finnovate%2Fvol4%2Fiss5%2F2&utm_medium=PDF&utm_campaign=PDFCoverPages
Corner, J. (2011). The agency of mapping: Speculation, critique and invention. In M. Dodge, R. Kitchin, & C. Perkins (Eds.), The map reader: Theories of mapping practice and cartographic representation (pp. 89–101). John Wiley & Sons. https://doi.org/10.1002/9780470979587.ch12
Deleuze, G., & Guattari, A. (2004). Thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
Duoblienė, L. (2018). Pohumanistinis ugdymas – dekoduoti [Posthumanist education – to decode]. Vilniaus universiteto leidykla.
Gurgel, E., & Maknamara, M. (2022). Anthology of a resume: schizoanalytic notes for mapping serial narratives. Educ. Pesqui., 48, Article e242904. https://doi.org/10.1590/S1678-4634202248242904eng
Hernández-Hernández, F., Sancho, J, M., & Domingo-Coscollola, M. (2018). Cartographies as spaces of inquiry to explore the teacher's nomadic learning trajectories. Digital Education Review, 33, 105–119. https://doi.org/10.1344/der.2018.33.105-119
Lemieux, A., Smith, A., McLean, C., & Rowsell, J. (2020). Visualizing mapping as pedagogy for literacy futures. Journal of Curriculum Theorizing, 35(2), 36–58.
Lenz Taguchi, H. L. & Palmer, A. (2014). Reading a Deleuzio-Guattarian cartography of young girls’ “school-related” Ill-/well-being. Qualitative Inquiry, 20(6) 764–771.
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), 1–27.
Lopes, J., & Gurgel Vieira, R. (2023). Rhizome and school physical education: didactographies. Educação & Realidade, 48, Article e121799. https://doi.org/10.1590/2175-6236121799vs02
Masny, D. (2013). Cartographies of becoming in education: theory and praxis. In D. Masny (Ed.), Cartographies of becoming in education: A Deleuze-Guattari perspective (pp. 3–16). Sense Publisher.
Masny, D. (2015). Rhizoanalysis as education research. In M. A. Peters (Ed.). Encyclopedia of educational philosophy and theory (pp. 2043–2049). Springer.
Patton, P. (2010). Deteritorialization + politic. In A. Parr (Ed.). The Deleuze dictionary (revised ed., pp. 72–74). Edinburgh University Press.
Ribeiro, E.S., & Costa F. A. G. (2022). The method of cartography and science education: interlocutions. Research in Science Education, 24, Article e34974. http://dx.doi.org/10.1590/1983-21172022240102
Roa-Trejo J., Pacheco-Costa A., & Guzmán-Simón F. (2023). ‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom, Early Years, 1-15. https://doi.org/10.1080/09575146.2023.2243057
Scherer, L. A., & Grisci, C. L. I. (2022). Cartography as a research method for work and subjectivity studies. Journal of Contemporary Administration, 26(1), Article e210202. https://doi.org/10.1590/1982-7849rac2022210202.en
Sletto, B., Barrera de la Torre, G., Lamina Luguana, A. M., & Pereira J, D. (2021). Walking, knowing, and the limits of the map: Performing participatory cartographies in indigenous landscapes. Cultural Geographies, 28(4), 611–627. https://doi.org/10.1177/14744740211034479
Stapleton, J., & O'Leary, J. (2022). Fostering intersectional identities through rhizomatic learning. In V. Cateté, S. Sexton, T. Barnes, K. Gosha, & J. Payton (Eds.), Proceedings of 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) (pp. 90–93). IEEE. https://doi.org/10.1109/RESPECT55273.2022.00025
Tavra, M., & Škara, A (2020). Towards a new generation of digital cartography: The development of neocartography and the geoweb. Cartographica: The International Journal for Geographic Information and Geovisualization, 55(4), 241–250. https://doi.org/10.3138/cart-2019-0028
Ulmer, J. B., & Koro-Ljungberg, M. (2015). Writing visually through (methodological) events and cartography. Qualitative Inquiry, 21(2), 138–152.
Waterhouse, M. (2011). Experiences of multiple literacies and peace: A rhizoanalysis of becoming in immigrant language classrooms [Doctoral dissertation, University of Ottawa]. Ottawa University.
Wilmott, C. (2020). Mobile mapping: Space, cartography and the digital. Amsterdam University Press.
Youngblood Jackson, A., & Mazzei, l. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge.
Youngblood Jackson, A., & Mazzei, l. (2022). Thinking with theory in qualitative research (3rd. ed.). Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Aida Kairiené, Natalija Mažeikienė
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.