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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

Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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Page 1: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

MICHAEL DILLON, ED.D.CENTRAL MICHIGAN UNIVERSITY

2016 ADULT EDUCATION RESEARCH CONFERENCE

Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

Page 2: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

• Traditional conceptions of learning• Rhizomatic perspective of Adult Learning• Mapping learning with a Rhizomatic Perspective

Our line of flight today:

Page 3: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

Traditional conceptions of learning

https://pixabay.com/en/users/geralt-9301/

TransformativeSituatedExperientialEtc.

Page 4: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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.

Page 5: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

Traditional conceptions of learning

Example: Kolb’s (1984) Learning Cycle Reflection/ MeaningIntegration/ ConclusionsGuides Future DecisionsExperience

Page 6: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

Activity: Sketch a recent learning moment

Page 7: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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.

Page 8: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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.

Page 9: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

• “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

Page 10: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

• Disclosing potential organizations of reality.• Malleable, untangling of knots.• Mapping and tracing again.

Tracing lines of flight

Page 11: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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.

Page 12: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

Tracing lines of flight

learning from the worst, learningfrom the best Leadership

StyleExemplarybehaviors

Page 13: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

• Our “classrooms”• Analyzing learning (qualitative) • Our learning

• Where will your lines of flight lead you today?

Where to next?

Page 14: Learning Happens: Incorporating a Rhizomatic Perspective into Teaching and Learning

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.

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