Abstract
This paper works towards the enactment of a Lewin–Deleuze–Guattari rhizome. We assemble Deleuze and Guattari’s principles of the rhizome, Lewin’s idea of re-education, and reflections on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting. The reflections are based on experiences delivering a sustainability module within a business education context, mainly for international students in Germany. The purpose of this paper is to illuminate possibilities of student–teacher partnership assemblages, aiming to motivate sustainability change agency on “people-yet-to-come”: those who are open to enacting difference, or multifaceted, heterogeneous, and often partial transformations addressing the current plethora of contemporary crises.
Highlights
This paper reflects on a teacher–student partnership approach for the rhizomatic development of sustainability learning in higher education
In consonance with Latour’s claim for redefining the cosmology of “those-being-formed”, sustainability learning involves building one’s capacity to exert agency, which in turn is motivated by a value system that favors the enactment of multifaceted, heterogeneous, and often partial transformations
Education can stimulate people’s agency, empowering learners to write their own biography, a biography that addresses the current plethora of contemporary crises: from climate change to the dissemination of fake news and its nefarious effects on the democratic plane
Summary
“Facing the Anthropocene, once the temptation to see it as a new avatar of the schema “Man facing Nature” has been set aside, there is probably a no better solution than to work at disaggregating the customary characterizations until we arrive at a new distribution of the agents of geohistory—new peoples for whom the term human is not necessarily meaningful and whose scale, form, territory, and cosmology all must be redrawn. Dominant ways of acting and thinking, such as the absolute emphasis on economic growth guided by some sort of senseless profit race, acts to the detriment of those whose voices may not be heard loud and clear—whether humans or non-humans In this way, education can stimulate people’s agency, empowering learners to write their own biography, a biography that addresses the current plethora of contemporary crises: from climate change to the dissemination of fake news and its nefarious effects on the democratic plane. The principles of the rhizome and Lewin’s observations on Sustainability 2020, 12, 9776 re-education are introduced and woven together with the reflection on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call