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Introduction

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Rhizomatic Model of Education

In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions:

The rhizome is an antigenealogy. It is a short-term memory, or antimemory. The rhizome operates by variation, expansion, conquest, capture, offshoots. Unlike the graphic arts, drawing or photography, unlike tracings, the rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight. (Deleuze and Guattari 1987, 21)

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This unit initially focuses upon a range of thematic areas such as youth, memory, surveillance, mediation and realities in which the emphasis is on our relationship to our environment and the way we choose to communicate within it. You will be required to present work through an auditory or visual medium, which highlights specific examples of communication within the areas we discuss.

Following on from this you are introduced to readings within a variety of contemporary subject areas intended to both inspire and focus you in thinking about and selecting possible topics for your dissertation in your final year.

Each week a specific text will be read and analysed. In small groups you will be asked to lead a week‟s discussion in relation to an allocated text. You will be asked to prepare topics for discussion and draw up proposals for suitable research areas.

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https://culturescontexts.wordpress.com

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m.ingham@wimbledon.arts.ac.uk

 

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