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Becoming a Resonating Curriculum With Rhizomatic Thinking

This study focused on becoming a resonating curriculum with rhizomatic thinking. It examined how teachers and learners made the process of ‘becoming-with’ while implementing lifelong education in the context of COVID-19. It was carried out based on the concept of ‘rhizome’ in Deleuze’s philosophy. The data was analyzed by a later qualitative research method, called a diffractive methodology(Taguchi, 2010/2018). 3 co-instructors made intra-active pedagogy while prepared and implemented the program titled by Becoming a community education expert with Deleuzian thinking at S City Lifelong Education Center. Here’s what we found while we implementing the research. In the stage of preparing the curriculum, we recognized our postulates and experienced that it is not easy to deviate from that framework. Nevertheless, we attempted to implement the curriculum differently(e.g., teaching two professors in a one class, resonating with the voice of the instructor or learner, revising the teaching contents by the needs, trying to create a diverse situations to connect and response). It is expected that it will expand to the openness to create new things by revisiting the open characteristics of lifelong education.