A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study
Main Article Content
Keywords
meaning-making, multiplicities, rhizomatic teaching, rhizome theory, education
Abstract
Felix Guattari and Gilles Deleuze introduced the rhizome as a metaphor in curriculum theorizing. It is a philosophical lens that subjects curriculum and knowledge to multimodal ways of making meaning devoid of any arborescent or linear source. The study applied this framework to plot the teaching episodes in History classes in Philippine secondary schools against the six principles of the rhizome theory as a shift in teaching History from factual knowledge to domain-based skills. This research is novel, as there, is currently a dearth of literature on the subject in the Philippines. Ten secondary History teachers were purposively chosen to participate in classroom observations and semi-structured interviews. Using narrative inquiry this study afforded an eidetic description of actual teaching practices that typify traces of rhizomatic principles. Key results of this study include a finding, that: (1) History, as a discipline, is taught from different lenses and perspectives; (2) History teaching is a multiplicity; (3) new ways of teaching History are developed when teachers problematize what limits students' achievements; and (4) historical discourse is open to interpretations, connections, and parallelisms to contemporary context. Teachers and school administrators may find value in this study by exploring the use of rhizomatic teaching as an innovative teaching practice, which can eventually become a criterion for teaching effectiveness.
References
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Hangen, T. (2015). Historical digital literacy: One classroom at a time. Journal of American History, 101(4), 11921203.
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Repoussi, M., & Guillon-Tutiaux, N. (2010). New trends in history textbook research: Issues and methodologies toward a school histiography. Journal of Educational Media Memory and Society, 2(1), 154-170.
Roller, M.R., & Lavrakas, P.J. (2015). Adapted from Applied Qualitative Research Design: A Total Quality Framework Approach. New York: Guilford Press.
Smith, M. (2011). Restructuring the Historical Framework. Canadian Social Studies, 45(2), 12-16.
Stoel, G., Van Drie, J., & Boxtel, C. (2015). Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history. Curriculum Studies, 47(1), 49-76.
The Conceptual Framework of Araling Panlipunan (2017). K 10 12 Araling Panlipunan Gabay Pangkurikulum (p.2). Retrieved from http://www.deped.gov.edu.ph/sites/default/files/page/2017/AP%20CG!.pdf.
Waring, S., Torrez, C., Lipscomb, G., & Scott M. (2015). Pay It Forward: Teacher Candidates' Use of Historical Artifacts to Invigorate K-12 History Instruction. Journal of Social Studies Education Research, 6(2), 18-30.
Williams, S. (2016). Teaching History: Effective Teaching for Learning History – Chronological vs. Thematic Approaches to Student Historical Comprehension. Master of Education Program Theses. Paper 105.
Yilmaz, K. (2007). Postmodernist approach to the discipline of history. Sosyal Bilimler, 12(2), 176-188.
Brugar, K. (2012). Empowering students through history: The giver as a metaphor and preparation for studying history in the secondary classroom. The History Teacher, 46(1), 85-94.
Calero, L., & Sinclair, K. (2005). Deleuze, Guattari and the Rhizome. Retrieved from http://rightbrainbusiness.com/deleuze-guatarri-and-rhizome on 26 March 2017.
Calimag, M., & de Guzman, A. (2010). It is the journeying not the destination: Mapping the strategizing zones of creative insubordination in Philippine medical school. Asian Journal of Educational Research and Synergy, 2(2), 87-99.
Creswell, J. (2007). Qualitative research design: Selection and implemention. The Counselling Psychologists, 236264, Doi:10.1177/0011000006287390.
de Mesa, A., & de Guzman, A. (2006). Portrait of Filipino teachers' classroom practices: traditional or constructivist? Educational Research and Practice, 5, 235- 253.
Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1),107-115.
Gaughan, J. (2015). The Flipped Classroom in World History. The History Teacher, 47(20), 221-244.
Hangen, T. (2015). Historical digital literacy: One classroom at a time. Journal of American History, 101(4), 11921203.
Harmon, D. (2012). Culturally Responsive Teaching Though a Historical Lens: Will History Repeat Itself? Interdisciplinary Journal of Teaching and Learning, 2(1), 12-22.
Harris, L., & Bain, R. (2011). Pedagogical Content Knowledge for World History Teachers: What is It? How Might Prospective Teachers Develop It? The Social Studies, 102, 9-17.
Hoepfl, M. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers, Journal of Technology Education, 9(1). Doi: 10.21061/jte.v9i1.a.4.
Hunter, S. (2010). Analysing and representing narrative data: The Long and Winding Road. Current Narratives, 1(2), 44-54.
Kachina, O. (2011). Teaching a Geographical Component in World History Curriculum. Contemporary Issues in Education Research, 4(12), 19-24.
Koupal, R. (2012). An introduction to the rhizomatic curriculum: Rethinking Deleuzian approach to education. International Journal of Applied Linguistics Studies, 1(1), 49-54.
Kim, J. (2015). Understanding narrative inquiry. Retrieved from http://uk.sagepub.com/sites/defaultfiles/upm-binaries/68279_Kim_Chapter_6_pdf.
Lal, S., Suto, M., & Ungar, M. (2012). Examining the potential of combining the methods of Grounded Theory and Narrative Inquiry: A comparative Analysis. The Qualitiy Report, 17(21), 5-21.
Lavere, D. (2008). The quality of pedagogical exercises in U.S. history textbook. The Social Studies, 99(1), 3-7.
Lin, L., Masato, O., Hoge, J., & Kim, Y. (2009). Whose history? An analysis of the Korean war in history textbooks from the United States, South Korea, Japan, and China. The Social Studies, 222- 232.
Lindquist, D. (2011). Instructional Approaches in teaching the holocaust. American Secondary Education, 39(3), 117-128.
Mackness, J. (2014c, February 16). Rhizomatic Learning – a pedagogy of risk. Retrieved from http:// jennymackness.wordpress.com/rhizomatic-learning-a-pedagogy-of-risk/ on 26 March 2017.
McKay, L., Carrington, S., & Iyer, R. (2014). Becoming an Inclusive Educator: Applying Deleuze & Guattari to Teacher Education. Australian Journal of Teacher Education, 39(3).
Marino, M. (2011). High School World History Textbooks: An Analysis of Content Focus and Chronological Approaches. The History Teacher, 44(3), 421-446.
McIntyre, S. (2011). Exploring a Rhizomic Model for the Design and Dissemination of Professional Development in Online Teaching. Retrieved on 17 August 2013 from academia.edu.
Merriam, S. (2002). Qualitative research in practice: Examples for discussion and analysis. California: Jossey-Bass.
Moraes, S. (2014). Curriculum tendencies in Brazil. In W.Pinar (Ed.), International handbook of curriculum research (101-111). New York: Rutledge.
Mudavanhu, Y. (2016). Teacher Educators' Views of Student Learning and Experiences Offered to Support Learning. Journal of Education and Training Studies, 4(9), 209-221.
Nery-Cura, M., & de Guzman, A. (2015). A rhizotextual analysis of Philippine secondary textbooks in History. Educational Research for Policy and Practice, 1-15, Doi: 10.1007/s10671-017-9222-2.
Nery-Cura, M.L.S., & de Guzman, A.B. Educ Res Policy Prac (2017). https://doi.org/10.1007/s10671-017-9222-2.
Parson, J., & Clarke, B. (2013). Rhizomic Thinking: Towards a New Consideration of Social Studies Practice. Social Studies Research and Practice, 8(3), 89-98.
Repoussi, M., & Guillon-Tutiaux, N. (2010). New trends in history textbook research: Issues and methodologies toward a school histiography. Journal of Educational Media Memory and Society, 2(1), 154-170.
Roller, M.R., & Lavrakas, P.J. (2015). Adapted from Applied Qualitative Research Design: A Total Quality Framework Approach. New York: Guilford Press.
Smith, M. (2011). Restructuring the Historical Framework. Canadian Social Studies, 45(2), 12-16.
Stoel, G., Van Drie, J., & Boxtel, C. (2015). Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history. Curriculum Studies, 47(1), 49-76.
The Conceptual Framework of Araling Panlipunan (2017). K 10 12 Araling Panlipunan Gabay Pangkurikulum (p.2). Retrieved from http://www.deped.gov.edu.ph/sites/default/files/page/2017/AP%20CG!.pdf.
Waring, S., Torrez, C., Lipscomb, G., & Scott M. (2015). Pay It Forward: Teacher Candidates' Use of Historical Artifacts to Invigorate K-12 History Instruction. Journal of Social Studies Education Research, 6(2), 18-30.
Williams, S. (2016). Teaching History: Effective Teaching for Learning History – Chronological vs. Thematic Approaches to Student Historical Comprehension. Master of Education Program Theses. Paper 105.
Yilmaz, K. (2007). Postmodernist approach to the discipline of history. Sosyal Bilimler, 12(2), 176-188.
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Published
Jun 14, 2018
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How to Cite
Nery-Cura, M. L. S., & de Guzman, A. B. (2018). A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study. The Normal Lights, 12(1). https://doi.org/10.56278/tnl.v12i1.766
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Research Article
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