Nomadology: Radically transforming creative pedagogies or how to teach unlearning through unteaching

My contribution to the round table, Reimagining Pedagogies, asked the question: How do we reimagine the multiple relationships between the arts and education if we always start from what we already know and what we think is expected of us? In this paper I will propose, in some speculative semi-fictional stories, that we need to radically change the way we teach and learn in our creative universities. This can only be achieved by radically reimagining and deterritorialising our pedagogies. This means that if we want to unlearn then we also should know how to unteach.

I want to call for a future that includes assemblages I am calling ‘Critical Creative Universities’ (CCUs). Driven in part by the philosophy of Gilles Deleuze and Felix Guattari, my proposed CCUs will embark on journeys that show what an innovative pedagogical model based on the principles of nomadology and rhizomatic thinking might look like. I will show how these institutions can reimagine their campuses as rhizomatic learning hubs. Each building, each room, even each individual can be seen as a node, ripe with potential for knowledge creation and transmission. No longer bound by the four walls of a classroom, learning happens everywhere and at all times, as students and faculty alike engage in a constant exchange of ideas and perspectives.

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