Page 110 - Diversity in Action

Natascha J. Taslimi, Ursula Maurič, and Karin Steiner

Table 1 Principles of RL
RL Principles Characteristics
Fluidity Learning adapts to changing circumstances, allowing learners to explore and
respond flexibly.
Community The learning experience is shaped by the community rather than predeter-
as curriculum mined goals.
No fixed begin- Learning is continuous, non-linear, and nomadic, without a strict start or fin-
ning or end ish.
Autopoiesis New connections and relationships emerge naturally, creating unique, evolv-
ing knowledge networks.
Notes Adapted from Cormier (2012).

Cormier (2012) describes RL as a dynamic process where each learner
brings their unique context and needs. It challenges traditional education
by proposing that learning is driven by the interests and experiences of the
learners, who co-construct knowledge within a community. There is no fixed
path or endpoint; instead, learning adapts and grows in response to context,
questions, and participation. The educator acts as a facilitator, supporting ex-
ploration rather than delivering predetermined content, making rhizomatic
learning especially suited to complex, real-world issues that resist simple
answers.
This expanded view encourages educators to embrace complexity and
learner diversity, fostering more responsive, collaborative, and meaningful
language learning experiences. In short, RL is messy and boundaryless, and it
does not fit into the current structures of formal education. It fundamentally
challenges traditional ways of thinking by redefining the role of the teacher,
breaking down conventional measurement frameworks, and encouraging
learners to adopt a mindset of open-ended and creative inquiry (AdvanceHE,
n.d.).
Promoting rhizomatic learning in kindergartens and primary schools re-
quires a flexible, open, and community-centred approach. This method val-
ues the complexity of learning and encourages learners to take an active role
in shaping their educational journey. The following aspects of RL are of par-
ticular importance for implementation in practice (Cormier, 2008):

1. Acknowledge complexity
• View learning as multi-layered and interconnected
• Encourage learners to explore different topics and make connec-
tions

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