Rhizomatic pedagogy in higher education: A comparative analysis

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Koseoglu S., Bozkurt A.

in: New directions in rhizomatic learning: From poststructural thinking to nomadic pedagogy , M. S. Khine, Editor, Routledge, London/New York , New York, pp.142-157, 2023

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2023
  • Publisher: Routledge, London/New York 
  • City: New York
  • Page Numbers: pp.142-157
  • Editors: M. S. Khine, Editor
  • Anadolu University Affiliated: Yes


Rhizomatic learning doesn’t always align with formal higher education structures and processes perhaps because of its heavy emphasis on nonlinear and community-based approach. In this chapter, we discuss this tension based on our experiences using rhizomatic pedagogy in higher education and identify points for pedagogical praxis. We first provide a review of the literature describing rhizomatic learning with an emphasis on applications in open and networked learning. We then present and discuss two cases of rhizomatic learning in British and Turkish higher education institutions in the context of academic development and educational technology. The case studies demonstrate that rhizomatic learning in higher education should be considered in relation to the macro context of the institution and the disciplinary practice, the meso context of the classroom ecology, and the micro context of the individual learner. We particularly highlight the extent to which teachers may need to facilitate rhizomatic learning in formal higher education for inclusive participation. We also argue that the notion of an independent, or individual, nomadic learner enjoying educational freedom is an imaginary construct that needs to be critically analysed in rhizomatic pedagogy.