One of the central challenges within education for sustainable development (ESD) is in empowering learners to reframe mindsets, particularly those that result in unsustainable behaviours and/or actions. This paper introduces the concept of rhizome articulated by Deleuze and Guattari (1987) and proposes that it can act as a framework for re-conceptualising processes of ESD. Key constructs within the rhizome, such as assemblages, nomadism, war machines and lines of flights, are discussed to highlight their relevance to ESD. The principles of the rhizome (connection, heterogeneity, multiplicity, signifying rupture, cartography and decalcomania) are then examined in the context of six processes necessary for effective ESD outlined by Tilbury (2011), namely, collaboration, dialogue, ‘whole system’ engagement, innovation within curricula, teaching and learning and active and participatory learning. The final section critically considers how this weaving of rhizomatic principles with the processes of ESD impacts on educating for sustainability. The rhizome has the potential to inspire educators and learners alike to become more critically aware of the interconnectivity and disruptive influences within sustainability. In this regard, the discussion ends by concluding that the reconceptualisation of ESD as rhizome or rhizomatic can foster an ontological shift towards perceiving the nature of reality as complex interconnected multiplicities.

No abstract

Abstract.The current recessionary economic climate in Ireland has (re-) awakened a neoliberal agenda that is changing the dynamic of what is being valued within research assessment exercises, specifically across Arts, Humanities and Social Sciences (AHSS) disciplines in higher education. Research assessment exercises in AHSS disciplines now place a greater emphasis on measuring performance in terms of quantitative research metrics (such as: bibliometrics, impact factors and/ or citation indices), in an attempt to demonstrate greater accountability and value-for-money within this age of austerity. This practice has the potential to impact negatively on the quality and diversity of research, as well as 'the autonomy of researchers' (RIA, 2009, p2) undertaking AHSS research in Ireland and elsewhere. This article critically reviews research assessment exercises, with particular reference to the assessment of educational research in Ireland. It examines issues in the assessment of research within the neoliberal agenda that is evident in Ireland, and elsewhere. For example, in other jurisdictions, the neoliberal drive for accountability has been accompanied by an increase in 'citation clubs', a malpractice involving a group of researchers consistently citing each others work to increase their citation index. It also challenges the validity of utilising predominantly quantitative research metrics in light of the recent move towards online publication of research, where the manipulation of metadata (key words that describe the research) has the potential to unfairly increase the citation indices of those researchers with a better understanding of search optimisation techniques within online contexts. The discussion concludes by critiquing some of the emerging and emergent anxieties in relation to researcher performance in assessment exercises.

Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated.Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an 'Assessment' module within a teacher-training degree programme in a School of Education in the Republic of Ireland.Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used

No abstract