Search results

This article analyses the structure of hypertext and the world wide web through the contrasting metaphors of the network and the rhizome and applies that analysis to the epistemic challenge presented by fake news.

The paper is a critical and theoretical study of the development of concepts in information science. It outlines the limitations of the network metaphor and analyses the ways in which it has influenced both the development and critical understanding of the World Wide Web and its wider social and cultural consequences. The paper develops an alternative description of the ontological structure of the Web in terms of interrupted and dissipated energy flows.

The paper argues that the Web is better described as a dynamic reorganization of the socio-cultural system that has no determinate boundaries and which is constituted properly in the spaces between technologies and the spaces between persons.

The paper contributes to and extends research into the rhizomic nature of hypertext and the Word Wide Web and in understanding the role of metaphor in descriptions of hypertext and the web.

The paper aims to review Deleuze and Guttari's concept of the rhizome as a model for information organisation.

This is a critical review of selected literature.

The rhizome concept is a promising model for understanding hyperlinked information services. It may be of practical value, particularly if it can be integrated with more traditional forms of information organisation. More research, conceptual and practical, is needed before this can be achieved.

The literature review is not comprehensive, and the conclusions are open‐ended.

This is the only paper to review the rhizome concept in this way.

Social studies teachers engage a vast subject area within which they can enlist a wide scope of possible curriculum and pedagogy choices. Despite the opportunity to engage students with an abundance of potentially fruitful themes, topics, and ideas, social studies teaching can be captured by the need to cover specific content in particular ways. Philosophers Gilles Deleuze and Felix Guattari (1983), in Anti-Oedipus: Capitalism and Schizophrenia, would connect such an agenda to the capitalistic machine that shrinks potential sources into what Foucault (1980) sees as tendencies to seek control rather than the openness of becoming. We contend that Deleuze and Guattari’s concept of the rhizome opens new lines of flight in social studies curricula and works to revolutionize social studies as a subject area that often has been over-standardized and taught as one-size-fits-all. We also contend that rhizomic thinking can renew how students see the world and transform how they interpret events, epochs, eras, and cultures by drawing from rhizomic research’s bamboo-like qualities.

The purpose of this study is to examine the effects of nitrogen (N) deposition on clonal growth in a rhizome clonal plant, Leymus chinensis (Trin.) Tzvel.

The study established seven N concentration gradients (0, 2, 4, 8, 16, 32 and 64 g N m⁻²) to simulate the continuous increase in N deposition for the cultivation of L. chinensis seedlings and assess the response mechanism of the cloned L. chinensis plant at different N levels by analyzing the aboveground and belowground plant appearance traits, parent ramets and daughter ramets of resource allocation and biomass allocation.

The results of this study showed that the different N treatment levels could promote clonal growth and had certain regularity under the seven treatments. The addition of N could significantly increase the ramet number, rhizome length, rhizome spacer length, biomass of mother ramets, daughter ramets and belowground L. chinensis population when the N addition was greater than 4 g m⁻²; however, the clonal growth ability of L. chinensis decreased and the rhizome length, ramet number, stem and leaf biomass of daughter ramets and stem biomass of mother ramets significantly decreased when the N addition was greater than 32 g N m⁻².

With global warming, atmospheric N deposition is increasing and it is of great significance to explore the response mechanism of different N levels for the growth of clone plants. This study provides basic data and a theoretical basis for the survival prediction of cloned plants under the background of a global climate change strategy and has important theoretical and practical significance for the scientific management of grasslands in the future.

The purpose of this paper is to highlight the different realities blended together in community-based tourism, and how storytelling can help us understand the resulting entanglement of actors and power. This paper combines a discussion of power and empowerment in community-based tourism with storytelling.

The fictional narrative of Pandora’s box is used as a metaphor for power and empowerment in community-based tourism, which can leave communities worse off than before the introduction of tourism.

However, the last thing remaining in Pandora’s box after all hardships had flown out, was hope. This paper also presents a hopeful perspective for community-based tourism in the form of another metaphor: the rhizome, which puts power and empowerment in a more dynamic and holistic frame. Just like in the original story of Pandora’s “jar” which gave voice to Pandora herself, within a rhizome, other players are regarded as valuable sources of tacit contextual knowledge.

Storytelling and dialogue are recommended methods to obtain this knowledge. Using a storytelling perspective can encourage untold and unheard stories within a dialogue to be heard.

This paper offers six shamanic futures concepts to augment Inayatullah's six pillars, questions and concepts of futures studies.

Drawing on Ashis Nandy's use of the shaman as a futures category that posits alterity and the unknowable as the dissenting component of futures studies, six concepts (geophilosophy, rhizome, intercivilisational dialogue, heterotopia, immanence and hybridity) from poststructural thinking are proposed to offer an account of the agency‐structure interface (context) that is of practical value to futures practice.

Futures praxis is pragmatic and goal driven, seeking preferred futures outcomes for those in context. The six shamanic futures concepts further this end by outlining conceptual processes that deepen understanding of context as a co‐creative and living space.

Futures studies is becoming increasingly sophisticated; the six shamanic concepts push practitioner's understanding of how to facilitate deep organizational change.

This paper provides six concepts that enable futures practitioners to better understand the nature of their own practice.

This paper extends Inayatullah's mapping of the futures field by suggesting six concepts that facilitate an understanding and harnessing of the potential of context.

Culturally and linguistically diverse (CALD) students enrolled in a Masters program at an Australian university are often invisible or less visible in class; however, what is visible is their academic practice, which is often viewed as a deficit. Instead of comprehending how CALD students can become productive members of a community, research regularly examines ways to upgrade their academic literacy practices. This study contends that these students have much to offer, and if these students are to be considered valuable members of the higher education context, the learning community needs to perceive their difference as positive. This implies going beyond the institutional assessment of their academic practice as a deficit and examining spaces of learning as rhizomatic. Drawing on the theory of Deleuze and Guattari, this study highlights how the process of becoming for the students and the teacher teaching them is never static, but is one constituted of deterritorialization and subsequent reterritorialization, resulting in the rhizomatic principle of variegated subjectivity. Data collected over two years illustrated how, for the researcher/teacher, molecular level difference was possible within the molar level academic expectations. Themes of being and becoming and rhizomatic reimaginations demonstrated the desire of the students to achieve as a positive attempt to celebrate their difference and, for the researcher, her academic positionality as a fluid, ongoing process where the molar and the molecular interact to illustrate teaching as a productive venture.

The work of David John Farmer has been recognized as critical to the Public Policy and Administration canon. Its impact has been far-reaching both geographically because of its international application and theoretically because of the vast array of public administration challenges it can help resolve. This paper uses the concepts of rhizomatic thinking and reflexive interpretation to describe Farmerʼs work. And because a critical piece of Farmerʼs work is a bridging of the gap between theory and practice, it formally introduces Farmerʼs research approach as Farmerʼs Method. This article is intended to serve as a useful tool for students, practitioners, and theorists in understanding the vast contributions of David John Farmer and the practical application of his work.

The purpose of this paper is to illustrate and discuss the main features and key challenges of an original post-graduate education program designed according to an innovative theoretical framework promoting design thinking in a rhizomatic approach. By involving different stakeholders, the aim of this entrepreneurship education program is to disseminate rhizomatic, design-based learning competencies and thereby contribute to revitalizing a region’s socio-economic fabric.

Through the use of a pilot case, the paper exemplifies the application of the design thinking approach combined with the rhizomatic logic. Design thinking enables dealing with the complexity, uncertainty, and ill-defined problems that often characterize a business reality while the rhizomatic process combines the production of collective knowledge through a non-linear, complex and emergent path that nurtures innovation.

This entrepreneurship education program exemplifies a viable strategy to deal with a regional economic crisis by engaging different local actors including enterprises, local institutions, municipalities, and universities. It demonstrates the potential value of a new educational approach as a powerful lever to activate the energy of people, their competencies, relationships, shared projects, and new entrepreneurial ventures. The first edition of the program offers ideas, practices, and challenges to all stakeholders of potentially similar education projects.

The depicted pilot case allows us to exemplify how a design thinking framework reinterpreted on the basis of a Deleuzian rhizomatic perspective can enable developing innovation as a way of overcoming difficulties and succeeding, an essential prerequisite for many entrepreneurial organizations today.