Becoming Rhizome: Deleuze and Guattari's Rhizome as Theory and Method

Abstract

This chapter explores Deleuze and Guattari's rhizome as a multifaceted approach within educational research, suggesting it as an alternative way of mapping complexities, limiting structures and messiness which may not always be surfaced in more traditional theoretical frameworks, methods, and methodologies. Despite its potential to enrich higher education scholarship through non-linear and interconnected perspectives, adoption has been hindered by the perceptions of its dense philosophical language and ideas and the fear of ‘doing it wrong’. By offering a primer on rhizome theory and its potential for methodological and theoretical frameworks, this chapter seeks to demystify it for scholars new to Deleuze and Guattari, acknowledging and building upon previous work in this field. A case study illustrates the rhizome's capacity to challenge traditional epistemological assumptions, presenting a more holistic and connected view of teaching with technologies in universities. The chapter concludes with a critical discussion on the limitations of rhizome theory and suggests opportunities for its broader application in higher education research. This exploration recommends rhizome's potential in reflecting the dynamic, complex nature of educational scholarship and practices.

Citation

Drumm, L. (2024), "Becoming Rhizome: Deleuze and Guattari's Rhizome as Theory and Method", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 10), Emerald Publishing Limited, Leeds, pp. 37-55. https://doi.org/10.1108/S2056-375220240000010003