Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.

Knowledge transfer is no longer a fixed process. Rhizomatic learning posits that learning is a continuous, dynamic process, making connections, using multiple paths, without beginnings, and ending in a nomadic style. The chapters in this book examine these notions and how they intersect with a contemporary and future global society. Tracking the development of the field from postructuralist thinking to nomadic pedagogy, this book goes beyond philosophy to examine rhizomatic learning within the real world of education. It highlights innovative methods, frameworks, and controversies, as well as creative and unique approaches to both the theory and practice of rhizomatic learning.

Bringing together international contributors to provide new insights into pedagogy for 21st-century learning, this book will be of interest to academics, researchers, and postgraduate students in education and adjacent fields.

part I|6 pages


part II|110 pages

Theoretical foundations and rhizomatic perspective of learning

chapter 4|24 pages

Rhizomatic learning

A critical appraisal from the perspective of cultural-historical theory

chapter 5|15 pages

Rhizome learning

A catalyst for a new social contract

chapter 7|19 pages

Rhizomes, nomads, and complexity

A new relational pedagogy for the era of networks, social media, and artificial intelligence

part III|106 pages

Pedagogical approaches and rhizomatic learning in action

chapter 9|16 pages

Rhizomatic pedagogy in higher education

A comparative analysis

chapter 10|21 pages

Enabling rhizomatic collaborations

Social and technical factors that impact agile thinking and learning

chapter 12|12 pages

Changing the image of thought

Rhizomatic learning and human-nature relationships in the Anthropocene