ABSTRACT
Working with DeleuzoGuattarian concepts in educational research is about changing the image of thought. For the chapter in hand, I used DeleuzoGuattarian concepts to challenge dominant taken-for-granted ways of conceptualizing teaching and learning. This includes challenging and disrupting fundamental ideas of Western thought, such as the people-centred world view of anthropocentrism. For Deleuze and Guattari, the rhizome is a mode of thought that displaces binary logic for open pluralistic thinking. Colebrook described the rhizome as an alternative to the traditional arborescent (tree-like and hierarchal) model of structuring knowledge and thought. Like tubers and mosses, rhizomes grow laterally and are entangled on a plane of immanence, that is, together with everything else on the same level. Tree-like thought involves the logic of a distinct order and direction, whereas rhizomatic thought tends to make non-hierarchical, laterally proliferating, and decentred connections. Roy suggested that seeing the curriculum more as a rhizome opens possibilities of seeing the curriculum in terms of its connectivities and relationalities, rather than as a preformed and pre-given structure.
