To make a lesson: diffracting through rhizomatic curriculum with postmethod pedagogies

This paper addresses the concern that the concept of ‘rhizomatic curriculum’ alienates teaching practitioners and researchers as it offers a primarily philosophical, not an empirical engagement with education. The goal of this paper is to translate the concept of rhizomatic curriculum out of its Deleuzeoguattarian-speak by means of diffraction. Diffraction allows the author to read the concept through, with, and in relation to two postmethod pedagogies: unplugged teaching and #rhizo MOOCs. The diffraction discloses that rhizomatic curriculum requires one to navigate the spectrum between reactive and creative, planned and lived curricula. With the help of postmethod pedagogies, the author argues that a perfect rhizomatic curriculum does not exist; rather, one can map articulations of it. To make a lesson and actualise its rhizomatic potential, teachers are urged to start by asking themselves the following: What can this group of people learn collectively and individually in the spacetime of this class?