Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography

Authors

  • Aida Kairiené Vytautas Magnus University, K. Donelaičio 58, LT-44242 Kaunas, Lithuania
  • Natalija Mažeikienė Vytautas Kavolis Transdisciplinary Research Institute, Vytautas Magnus University, Jonavos 66, LT-44191 Kaunas, Lithuania

DOI:

https://doi.org/10.15503/jecs2024.2.169.186

Keywords:

cartography, mapping, students, learning experiences, Deleuze and Guattari

Abstract

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.

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Author Biographies

  • Aida Kairiené, Vytautas Magnus University, K. Donelaičio 58, LT-44242 Kaunas, Lithuania

    Holds a PhD in Education, a Master's degree in Education, and Bachelor’s degrees in both Education and English Philology. With nearly two decades of teaching experience in English and Computer Science at the school level, she is currently the English language editor for the journal "Pedagogika”. She is an active member of the Lithuanian Educational Research Association (LERA) and the Lithuanian Association of Teachers of English as a Foreign Language (LAKMA). She has also participated in several projects, such as the Erazmus+Programme KA2 project "Flipped Impact" (2019) and the Ignalina Nuclear Power Plant (INPP) Region Nuclear Educational Tourism Development Didactic Technologies (EDUATOM) (2022). Her research interests include rhizomatic learning of English, cartography, and micropolitics, focusing on innovative educational strategies and interdisciplinary studies.

  • Natalija Mažeikienė, Vytautas Kavolis Transdisciplinary Research Institute, Vytautas Magnus University, Jonavos 66, LT-44191 Kaunas, Lithuania

    A Full Professor at the Department of Social Work and Chief Researcher at the Vytautas Kavolis Transdisciplinary Research Institute, Vytautas Magnus University, Lithuania. She holds a PhD in education with an academic background in philosophy. Her academic interests cover philosophy and theories in education, sociology, communication, and critical theory, as well as exploring innovative teaching and learning strategies.
    She has authored over 100 scientific publications and several books. She has also participated in several Horizon programme projects, including SPEAR (2019-2023), CLiViE (2024-2027), and DIACOMET (2023-2026). Additionally, she co-edits the Peter Lang series ‘New Approaches in Educational and Social Sciences / Neue Denkansätze in den Bildungs- und Sozialwissenschaften’.

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Published

2024-09-25

How to Cite

Kairiené, A. ., & Mažeikienė, N. (2024). Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography. Journal of Education Culture and Society, 15(2), 169-186. https://doi.org/10.15503/jecs2024.2.169.186