ABSTRACT
In this chapter we explore the problem of fixedness in representation and the potential of creating opportunities for nomadic (or rhizomatic) lines of flight that help to undo the imperatives of representation and in so doing broadly re/imagine languages, literacies, and pedagogical practices. Drawing on examples across three diverse curricular areas including Geometry, Early Childhood, and Nature-based Education, we highlight the indeterminate, dynamic, entangled, unique and often untraceable nature of pedagogical encounters, and call into question restrictive practices of interpretation and standardized representation that too often shape and define our common core understandings of knowledge and learning.
