Interplay of Rhizome and Education for Sustainable Development

Abstract

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.

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

“…Seven articles integrated complexity theory starting from a simple mention of complexity to a rather extended description of an incorporated principle or strategy of complexity. In two articles complexity theory was just referred to, while in another two publications the authors have used complexity theory as one of the key background theories in their theoretical work ñ to explain knowledge systems for SD and sustainability (Wensing & Torre, 2009), and to foster an ontological shift in perceptions of reality through weaving rhizomatic principles with the processes of ESD (Tillmanns, Holland, Lorenzi, & McDonagh, 2014). Three other articles can be viewed as impinging on several complexity principles and strategies: interdiscursivity through weaving together the topics of water and justice (Dimen‰s & Alexandersson, 2012), self-organisation depicting the emergence of a sustainability plan at a large US college (Smith, 2011), and perceptions of the school environment through the nesting of several systems (Katane, 2007).…”

Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges

“…(p. 12). This is reinforced by Tillmanns et al [15] who describe how 'the rhizome has the potential to inspire educators and learners alike to become more critically aware of the interconnectivity' within the curriculum. However, much of the terminology used by Deleuze and Guattari makes access to their ideas quite demanding.…”

Delving Into Key Dimensions of ESD Through Analyses of a Middle School Science Textbook

“…We have utilized human-centric approaches to understand our value, our place and role within the biological systems. Such an approach overemphasizing humanbeings has brought about depletion of natural resources, damage to natural environment and created a challenging issue to the long-term sustainability of our planet, the earth (Tillmanns, Holland, Lorenzi, and McDonagh, 2014).…”