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Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges

Department of Higher Education, University of Surrey, Guildford GU2 7XH, UK
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Educ. Sci. 2020, 10(3), 82; https://doi.org/10.3390/educsci10030082
Received: 22 February 2020 / Revised: 17 March 2020 / Accepted: 19 March 2020 / Published: 21 March 2020
(This article belongs to the Special Issue Pedagogic Health and the University)
This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze’s concepts offer researchers interested in concept mapping, and what conceptual, and terminological, obstacles might be created through such a reconceptualization? We have focused on the rhizomatic principles of mapping and tracing in the context of concept mapping. We contend that Deleuze offers a fresh line of flight with the potential to deterritorialise the discourse surrounding concept mapping, thus widening its applicability and increasing its accessibility to researchers who do not necessarily share the same arborescent concept mapping heritage: with its roots in science education. Exploring the overlap between rhizomatics and concept mapping also allows for the reappraisal and blurring of the boundary between structural and post-structural discourses—breaking down an unproductive binary in the literature. View Full-Text
Keywords: assemblage; becoming; concept map; lines of flight; rhizome; tracing assemblage; becoming; concept map; lines of flight; rhizome; tracing
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Kinchin, I.M.; Gravett, K. Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges. Educ. Sci. 2020, 10, 82.

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