Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts
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Published:
Feb 14, 2024
Keywords:
Rhizomatic Pedagogy, Culturally Relevant Education, Collaborative Learning, Educational Innovation, Inclusive Pedagogy
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Abstract
Education in underserved settings often faces challenges due to rigid pedagogical approaches that limit student engagement and creativity. This study explores the impact of rhizomatic pedagogy on student engagement in a rural Indonesian elementary school, focusing on its ability to foster inclusive and interactive learning environments. The intervention involved 30 fifth-grade students over eight weeks, incorporating culturally relevant content, collaborative projects, and learner-directed activities. A mixed-methods approach combined pre- and post-intervention surveys with classroom observations and teacher interviews to assess engagement levels across cognitive, emotional, and behavioral dimensions. Results showed statistically significant improvements in engagement, with mean scores increasing for cognitive (3.45 to 4.12), emotional (3.22 to 3.98), and behavioral (3.18 to 4.05) dimensions. Qualitative findings highlighted enhanced participation, collaboration, and sustained focus, driven by activities that connected academic content to students’ lived experiences. The teacher emphasized the transformative role of student autonomy and cultural relevance in fostering deeper learning connections. The study’s findings have implications for curriculum design, teacher training, and educational policy, particularly in resource-constrained settings. Rhizomatic pedagogy demonstrates the potential to address key limitations of traditional teaching methods by promoting agency, inclusivity, and contextual learning. Future research should investigate its long-term impact and explore strategies for scaling its implementation in diverse educational environments. This study contributes to the discourse on innovative pedagogies, offering actionable insights for reimagining education in underserved contexts.
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Ismail, I. (2024). Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts. Maspul Journal of English Studies (Majesty), 6(1), 21-35. https://doi.org/10.33487/majesty.v6i1.8578
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References
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Duncum, P. (2015). Transforming Art Education into Visual Culture Education Through Rhizomatic Structures. Anadolu Journal of Educational Sciences International, November, 47–64.
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Ismail, I., Khalid, M. I., Mahyuddin, M. J., Musdalifah, M., Djafar, S., & Suparman, S. (2024). A Rhizomatic Approach in Elementary Reading Comprehension Strategies: Encouraging Dynamic Connections with Local Literature. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(2), 158–173. https://doi.org/10.70078/kolektif.v1i2.41
Jamouchi, S. (2023). A performative approach to wool felting: Rhizomatic relations in visual arts making and art education.
Johnston, K. C. (2018). (Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth’s Affective Engagements with Literacy [Dissertation]. Columbia University.
Kanatelia, E. (2023). Transformative Education and Experience-Based Learning for Refugee Empowerment and Peaceful Coexistence in European Society: Role-Playing and Drama Simulation Approaches. Epistēmēs Metron Logos, 10, 1–14.
Kara, S. (2019). Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework. The EuroCALL Review, 27(1), 30. https://doi.org/10.4995/eurocall.2019.10709
Kegley, M. D. (2022). Tesseract as Becoming: A Rhizomatic Self-Study about Engaging Future English Language Arts Teachers in Culturally Relevant Pedagogy. The Journal for Research and Practice in College Teaching, 7(2), 66–85.
Liu, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386–399.
López-Rey, D. M. (2024). Postdigital Pedagogy as a Synthesis of Rhizomatic Learning and the Postdigital Era. Sophia, Colección de Filosofía de La Educación, 36, 113–142. https://doi.org/10.17163/soph.n36.2024.03
Lu, L., & Chang, H. M. (2022). Rhizomatic Encounters With Inter/Transmedia Art: A Pedagogy for Learning and Teaching Experiential Contemporary Art. Studies in Art Education, 63(1), 9–24. https://doi.org/10.1080/00393541.2021.2007726
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Mayisela, T. (2019). First-year higher education students’ acquisition of digital content creation literacies in discipline-specific settings.
Moje, E. B., & Lewis, C. (2020). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In Reframing sociocultural research on literacy (pp. 15–48). Routledge.
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105.
Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V, Boiko, Y. V, & Kukharchuk, H. V. (2023). Fostering critical thinking in technical university students in foreign language classes: Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education.№ 8: 344-360.
Peggy Laughlin. (2008). Destination Literacy: A Service Learning, Culturally Responsive Literacy Project. The American Educational Research Association Annual Meeting.
Piccardo, E., Antony-Newman, M., Schmor, R., Lawrence, G., Galante, A., Germain-Rutherford, A., & Scholze, A. (2022). All things interconnected: Activating holistic, dynamic and diverse perspectives in the enactment of innovative language education. In Activating Linguistic and Cultural Diversity in the Language Classroom (pp. 285–306). Springer.
Purcell-Gates, V. (2020). Cultural practices of literacy: Case studies of language, literacy, social practice, and power. Routledge.
Rajaram, K. (2023). Future of learning: Teaching and learning strategies. In Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives (pp. 3–53). Springer.
Rice, M. F. (2023). Reconceptualizing teacher professional learning about technology integration as intra-active entanglements. In Non-Linear Perspectives on Teacher Development (pp. 328–341). Routledge.
Rogers, M., Dovigo, F., Rasmussen, A. M., Dolidze, K., & Doan, L. (2024). Contextualised, Not Neoliberalised, Approaches to Families in Five Countries: Quality and Practice. Social Sciences.
Rohm, A. J., Stefl, M., & Ward, N. (2021). Future proof and real-world ready: the role of live project-based learning in students’ skill development. Journal of Marketing Education, 43(2), 204–215.
Rowsell, J., Keune, A., Buxton, A., & Peppler, K. (2024). Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices. Reading Research Quarterly.
Ryu, S. (2020). The role of mixed methods in conducting design-based research. Educational Psychologist, 55(4), 232–243.
Saravanakumar, A. R. (2020). Life skill education through lifelong learning. Lulu. com.
Sedláček, M., & Šeďova, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26, 100411.
Smeplass, E. (2023). Nurturing inclusivity and professional growth among vocational teachers through communities of practice. Pedagogy, Culture & Society, 1–20.
Taheri, B., & Okumus, F. (2024). Conducting mixed methods research. International Journal of Contemporary Hospitality Management, 36(3), 995–1004.
Taylor, S. V, & Leung, C. B. (2020). Multimodal literacy and social interaction: Young children’s literacy learning. Early Childhood Education Journal, 48(1), 1–10.
Uslu, N. A., & Durak, H. Y. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78, 101804.
Uz Bilgin, C., & Tokel, S. T. (2019). Facilitating contextual vocabulary learning in a mobile-supported situated learning environment. Journal of Educational Computing Research, 57(4), 930–953.
Victoria Clarke, & Braun, V. (2015). Thematic analysis. The Journal of Positive Psychology, 13(3), 297–298.
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press. https://doi.org/10.3928/0048-5713-19850401-09
Walker, A. (2020). Traditional white spaces: Why all-inclusive representation matters. Journal of Dance Education, 20(3), 157–167.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460.
Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107–138.
Yang, X., Kuo, L.-J., & Jiang, L. (2020). Connecting theory and practice: A systematic review of K-5 science and math literacy instruction. International Journal of Science and Mathematics Education, 18(2), 203–219.
Yi, Y., Shin, D., & Cimasko, T. (2019). Multimodal literacies in teaching and learning English in and outside of school. The Handbook of TESOL in K‐12, 163–177.
Alabdali, S. A., Pileggi, S. F., & Cetindamar, D. (2023). Influential factors, enablers, and barriers to adopting smart technology in rural regions: A literature review. Sustainability, 15(10), 7908.
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Virginia. Qualitative Research in Psychology, 53(9), 77–101.
Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775–803.
Bullivant, D. (2022). Developing a signature pedagogy for the teaching of writing or literacy/ies. University of Sheffield.
Carroll, M., Lindsey, S., Chaparro, M., & Winslow, B. (2021). An applied model of learner engagement and strategies for increasing learner engagement in the modern educational environment. Interactive Learning Environments, 29(5), 757–771.
Deleuze, G., & Guattari, F. (2007). Introduction: Rhizome: From the book Transatlantic Literary Studies. In A thousand plateaus: Capitalism and schizophrenia. Edinburgh University Press. https://doi.org/10.1515/9781474470674-039/pdf
Delgado, P. (2021). Culturally relevant literature for k-5 students. Texas Journal of Literacy Education, 9(1), 35–44. https://www.talejournal.com/index.php/TJLE/article/view/75
Duncum, P. (2015). Transforming Art Education into Visual Culture Education Through Rhizomatic Structures. Anadolu Journal of Educational Sciences International, November, 47–64.
Ebe Ann E. (2010). Culturally Relevant Texts and Reading Assessment for English Language Learners. Reading Horizons: A Journal of Literacy and Language Arts, 50(3), 193–210. https://scholarworks.wmich.edu/reading_horizons/vol50/iss3/5
Gee, J. P. (2023). Discourse and ‘the New Literacy Studies’’.’ In The Routledge handbook of discourse analysis (pp. 469–480). Routledge.
Ghosh, S. S. (2024). Transforming the Indian education landscape: the impact of personalized learning and adaptive technologies in continuing education. In Embracing Technological Advancements for Lifelong Learning (pp. 278–299). IGI Global.
Henward, A. S., & Dong, P. I. (2022). Digital learning and multiliteracy pedagogy in early childhood education. In Encyclopedia of Teacher Education (pp. 490–495). Springer.
Ismail, I., Khalid, M. I., Mahyuddin, M. J., Musdalifah, M., Djafar, S., & Suparman, S. (2024). A Rhizomatic Approach in Elementary Reading Comprehension Strategies: Encouraging Dynamic Connections with Local Literature. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(2), 158–173. https://doi.org/10.70078/kolektif.v1i2.41
Jamouchi, S. (2023). A performative approach to wool felting: Rhizomatic relations in visual arts making and art education.
Johnston, K. C. (2018). (Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth’s Affective Engagements with Literacy [Dissertation]. Columbia University.
Kanatelia, E. (2023). Transformative Education and Experience-Based Learning for Refugee Empowerment and Peaceful Coexistence in European Society: Role-Playing and Drama Simulation Approaches. Epistēmēs Metron Logos, 10, 1–14.
Kara, S. (2019). Learning autonomy, digital learners and Google Education: a rhizomatic English syllabus framework. The EuroCALL Review, 27(1), 30. https://doi.org/10.4995/eurocall.2019.10709
Kegley, M. D. (2022). Tesseract as Becoming: A Rhizomatic Self-Study about Engaging Future English Language Arts Teachers in Culturally Relevant Pedagogy. The Journal for Research and Practice in College Teaching, 7(2), 66–85.
Liu, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386–399.
López-Rey, D. M. (2024). Postdigital Pedagogy as a Synthesis of Rhizomatic Learning and the Postdigital Era. Sophia, Colección de Filosofía de La Educación, 36, 113–142. https://doi.org/10.17163/soph.n36.2024.03
Lu, L., & Chang, H. M. (2022). Rhizomatic Encounters With Inter/Transmedia Art: A Pedagogy for Learning and Teaching Experiential Contemporary Art. Studies in Art Education, 63(1), 9–24. https://doi.org/10.1080/00393541.2021.2007726
Marantika, J. E. R. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88–96.
Mayisela, T. (2019). First-year higher education students’ acquisition of digital content creation literacies in discipline-specific settings.
Moje, E. B., & Lewis, C. (2020). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In Reframing sociocultural research on literacy (pp. 15–48). Routledge.
Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105.
Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V, Boiko, Y. V, & Kukharchuk, H. V. (2023). Fostering critical thinking in technical university students in foreign language classes: Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education.№ 8: 344-360.
Peggy Laughlin. (2008). Destination Literacy: A Service Learning, Culturally Responsive Literacy Project. The American Educational Research Association Annual Meeting.
Piccardo, E., Antony-Newman, M., Schmor, R., Lawrence, G., Galante, A., Germain-Rutherford, A., & Scholze, A. (2022). All things interconnected: Activating holistic, dynamic and diverse perspectives in the enactment of innovative language education. In Activating Linguistic and Cultural Diversity in the Language Classroom (pp. 285–306). Springer.
Purcell-Gates, V. (2020). Cultural practices of literacy: Case studies of language, literacy, social practice, and power. Routledge.
Rajaram, K. (2023). Future of learning: Teaching and learning strategies. In Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives (pp. 3–53). Springer.
Rice, M. F. (2023). Reconceptualizing teacher professional learning about technology integration as intra-active entanglements. In Non-Linear Perspectives on Teacher Development (pp. 328–341). Routledge.
Rogers, M., Dovigo, F., Rasmussen, A. M., Dolidze, K., & Doan, L. (2024). Contextualised, Not Neoliberalised, Approaches to Families in Five Countries: Quality and Practice. Social Sciences.
Rohm, A. J., Stefl, M., & Ward, N. (2021). Future proof and real-world ready: the role of live project-based learning in students’ skill development. Journal of Marketing Education, 43(2), 204–215.
Rowsell, J., Keune, A., Buxton, A., & Peppler, K. (2024). Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices. Reading Research Quarterly.
Ryu, S. (2020). The role of mixed methods in conducting design-based research. Educational Psychologist, 55(4), 232–243.
Saravanakumar, A. R. (2020). Life skill education through lifelong learning. Lulu. com.
Sedláček, M., & Šeďova, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26, 100411.
Smeplass, E. (2023). Nurturing inclusivity and professional growth among vocational teachers through communities of practice. Pedagogy, Culture & Society, 1–20.
Taheri, B., & Okumus, F. (2024). Conducting mixed methods research. International Journal of Contemporary Hospitality Management, 36(3), 995–1004.
Taylor, S. V, & Leung, C. B. (2020). Multimodal literacy and social interaction: Young children’s literacy learning. Early Childhood Education Journal, 48(1), 1–10.
Uslu, N. A., & Durak, H. Y. (2022). Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies. Learning and Motivation, 78, 101804.
Uz Bilgin, C., & Tokel, S. T. (2019). Facilitating contextual vocabulary learning in a mobile-supported situated learning environment. Journal of Educational Computing Research, 57(4), 930–953.
Victoria Clarke, & Braun, V. (2015). Thematic analysis. The Journal of Positive Psychology, 13(3), 297–298.
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press. https://doi.org/10.3928/0048-5713-19850401-09
Walker, A. (2020). Traditional white spaces: Why all-inclusive representation matters. Journal of Dance Education, 20(3), 157–167.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460.
Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107–138.
Yang, X., Kuo, L.-J., & Jiang, L. (2020). Connecting theory and practice: A systematic review of K-5 science and math literacy instruction. International Journal of Science and Mathematics Education, 18(2), 203–219.
Yi, Y., Shin, D., & Cimasko, T. (2019). Multimodal literacies in teaching and learning English in and outside of school. The Handbook of TESOL in K‐12, 163–177.