Résumés
Abstract
In this collaborative analytic autoethnography, five researchers and teacher educators from various contexts describe how their participation in a network of critical action researchers led to rhizomatic growth across their landscapes of praxis. Through the authors’ narratives, we learn how Deleuze and Guattari’s (1987) concept of the rhizome and Wenger’s (2015) notion of the landscape of practice are interconnected and have allowed multiple non-hierarchical points for engagement in research and knowledge mobilization. The autoethnography also illustrates how the outgrowth of a healthy rhizome can be more vibrant and lead to innovative approaches to education and research across various contexts.
Keywords:
- Autoethnography,
- Growth,
- Landscapes of practice,
- Learning & research networks,
- Rhizomatic structures
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Parties annexes
Biographical notes
Dr. Antoinette Gagné is Professor Emerita at the University of Toronto. Her research focuses on teacher education for diversity and inclusion in various contexts. She explores the experiences of newcomers and their families in Canadian schools, as well as plurilingual students in post-secondary education. Much of her research involves collaboration with teachers and learners and culminates in multimedia products.
Sreemali Herath, is an Assistant Professor at the University of Manitoba, Canada. Her research is broadly situated in second language education and language teacher education. Her research interests include post-conflict reconciliation, arts-based approaches to research, critical action research, refugee narratives of their journeys, supporting plurilingual graduate students and the preparation of teachers to teach English as an additional language.
Amir Kalan is an Assistant Professor at McGill University. His work aims to create a sociology of literacy that provides insights into cultural, political, and power-relational dimensions of linguistic and textual practices. He utilizes project-based critical action research to study the sociological dimensions of reading and writing. He is particularly interested in learning about the experiences of minoritized and racialized students in multicultural and multilingual contexts.
Yecid Ortega is an Assistant Professor of Applied Linguistics and TESOL at Queen’s University Belfast in Northern Ireland (UK). He has extensive international experience in language education and research. He currently explores alternative ways of knowing including but not limited to creative, alternative, and critical methodologies to understand how communities work in relation to one’s place in the Pluriverse.
Nayibe Rosado-Mendinueta is Associate Professor at the Language Institute at Universidad del Norte, Barranquilla, Colombia. Her research interests reside in the intersection of student learning and teacher learning and how language affects the construction of reality in contexts such as classrooms and other institutions that surround us.
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