This paper works towards the enactment of a Lewin–Deleuze–Guattari rhizome. We assemble Deleuze and Guattari’s principles of the rhizome, Lewin’s idea of re-education, and reflections on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting. The reflections are based on experiences delivering a sustainability module within a business education context, mainly for international students in Germany. The purpose of this paper is to illuminate possibilities of student–teacher partnership assemblages, aiming to motivate sustainability change agency on “people-yet-to-come”: those who are open to enacting difference, or multifaceted, heterogeneous, and often partial transformations addressing the current plethora of contemporary crises.

Social capital is a puzzling actor; made real by its allies. It has been 'out-there' in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a 'coherent concept' of social capital. In this paper, we make use of such 'incoherence gap' to open an experimental theoretical and, subsequently, analytical space. Based on empirical research with twelve mobile students in Dublin, and assemblages of non-human actors, the paper offers two investigative gatherings. First, the Bourdieusian approach to 'social capital' is discussed to allow relational ontologies to enter the scene. Second, consideration is given to issues of performativity and the relevance of materiality for empirical social capital investigations. We suggest that anti-essentialist sensibilities offer rigour to examine the actual mobilisation of social capital, rather than speculating its access in potentia. Despite the degree of ontological security social capital has managed to achieve, we question the disregard for the performative role of non-human entities in the context of global student mobility.

This paper presents the design criteria for Visual Cues ñ visual stimuli that are used in combination with other pedagogical processes and tools in Disruptive Learning interventions in sustainability education ñ to disrupt learnersí existing frames of mind and help re-orient learnersí mind-sets towards sustainability. The theory of Disruptive Learning rests on the premise that if learnersí frames of mind or frames of reference can be disrupted (in other words, challenged), then learnersí mind-sets can be re-oriented towards sustainability, and indeed learners can be motivated to engage in change agency for sustainability. The use of Visual Cues thus unsettle or challenge learnersí mind-sets, and in doing so, set them on the pathway towards re-orientation in becoming more sustainability oriented, and/or in motivating engagement in sustainability change agency. The findings form part of a broader research study on ESD conducted in a higher education institution in Ireland within an undergraduate degree of teacher education. Kathy Charmazí Constructivist Grounded Theory approach guided the entire study, resulting in the articulation of the theory of, and processes within, Disruptive Learning. This paper presents design criteria for Visual Cues that were articulated through a thematic analysis approach from data emerging from reflective diaries, follow-up interviews, audio recordings and observational notes. The findings from this study in respect of design criteria state that Visual Cues must disrupt rather than disturb; must represent (have impressions of) real life contexts, scenarios, practices or events; must provoke controversy; must contain a visual stimulation; and can have a critical question.

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