Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning
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Transcript of Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning
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MICHAEL DILLON, ED.D.CENTRAL MICHIGAN UNIVERSITY
2016 ADULT EDUCATION RESEARCH CONFERENCE
Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning
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• Traditional conceptions of learning• Rhizomatic perspective of Adult Learning• Mapping learning with a Rhizomatic Perspective
Our line of flight today:
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Traditional conceptions of learning
https://pixabay.com/en/users/geralt-9301/
TransformativeSituatedExperientialEtc.
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Traditional conceptions of learning
• Learning as a linear activity.• Compartmentalization and exclusion of certain features
of opposing theories. • “Adjective-plus-learning-theory” (Kang, 2007).• Points towards a certainty and universality in adult
learning.
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Traditional conceptions of learning
Example: Kolb’s (1984) Learning Cycle Reflection/ MeaningIntegration/ ConclusionsGuides Future DecisionsExperience
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Activity: Sketch a recent learning moment
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Rhizomatic Perspective of Adult Learning
• A rhizome is both a root and a stem since it pushes out roots and shoots. • Sprouts or pops up and makes connections
with whatever is available. • Has no fixed departure and return points. • Pursues heterogeneity, anti-hierarchical. • Starts up again on an old line or elsewhere
when broken apart.
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Rhizomatic Perspective of Adult Learning
• Post-Modern versus Positivist. • Ontology of Becoming versus Being. • Complex Connected Networks versus Relations among
Variables. • Mapping versus Tracing. • Lines of Flight versus Lines of Articulation.
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• “Lines of flight” (Deleuze & Guattari, 1987) have no beginning or ending - can help produce a tentative map of learning. • Tracing LoF is a creative force rather than a reductive
one. • Experimentation with the real.• Moments of Rupture and Capture.• Depicting one of the many middles.
Tracing lines of flight
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• Disclosing potential organizations of reality.• Malleable, untangling of knots.• Mapping and tracing again.
Tracing lines of flight
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Tracing lines of flight
Well, probably some forty years of being out here. Just experience and being in
situations with so-called leaders, learning from the worst, learning from the best and somehow taking even something from the worst and saying, ‘I know I don’t want to
do that.
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Tracing lines of flight
learning from the worst, learningfrom the best Leadership
StyleExemplarybehaviors
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• Our “classrooms”• Analyzing learning (qualitative) • Our learning
• Where will your lines of flight lead you today?
Where to next?
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de Freitas, E. (2012). The classroom as rhizome new strategies for diagramming knotted interactions. Qualitative Inquiry, 18(7), 557-570.Deleuze, G., & Guattari, R (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis: University of Minnesota Press. (Original work published1980).Dillon, M. (2013). Grassroots community leaders as a community of practice: Utilizing learning and enduring disruptive change (Order No. 3578627). Available from ProQuest Dissertations & Theses Full Text; ProQuest Dissertations & Theses Global. (1501432837). Retrieved from http://search.proquest.com/docview/1501432837?accountid=34899.Kang, D. (2007). Rhizoactivity: Toward a postmodern theory of lifelong learning. Adult Education Quarterly, 57(3), 205.Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Endlewood Cliffs, NJ: Prentice Hall.Martin, A. D., & Kamberelis, G. (2013). Mapping not tracing: qualitative educational research with political teeth. International journal of qualitative studies in education, 26(6), 668-679.
References