Akademik Veri Yönetim Sistemi
New directions in rhizomatic learning: From poststructural thinking to nomadic pedagogy , M. S. Khine, Editör, Routledge, London/New York , New York, ss.142-157, 2023
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.