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- Title
The Classroom as Rhizome: New Strategies for Diagramming Knotted Interactions.
- Authors
de Freitas, Elizabeth
- Abstract
This article calls attention to the unexamined role of diagrams in educational research and offers examples of alternative diagramming practices or tools that shed light on classroom interaction as a rhizomatic process. Drawing extensively on the work of Latour, Deleuze and Guattari, and Châtelet, this article explores the power of diagramming as a creative force in research rather than a reductive one. The concepts of rhizome, assemblage, and knot are developed and applied to the study of classroom interaction. The author then shows how these concepts and their application to classroom interaction can be studied through topological knot diagrams. The author discusses the specific qualities of knot diagrams that make them suitable tools for the study of rhizomatic processes and offers some examples of such diagrams. The author offers these knot diagrams as tools that actually undermine the usual conventions of graphic representation in our field, not simply to disrupt for the sake of disruption, but to invite speculation about how one might develop different diagramming habits that better capture the entanglement of interaction.
- Subjects
CHARTS, diagrams, etc.; KNOT theory; GRAPHIC methods; CLASSROOMS; ASSEMBLAGE (Art)
- Publication
Qualitative Inquiry, 2012, Vol 18, Issue 7, p557
- ISSN
1077-8004
- Publication type
Article
- DOI
10.1177/1077800412450155