Navigating Rhizo-Curriculum in EFL Classrooms: A Narrative Approach to Teachers’ Experiences

Authors

  • Aida Kairienė Klaipeda University
  • Natalija Mažeikienė Vytautas Magnus University

DOI:

https://doi.org/10.15823/p.2025.158.1

Keywords:

rhizo-curriculum, rhizomatic learning, Deleuzian-Guattarian approach, English foreign language classroom, English foreign language (EFL), narrative inquiry, narrative analysis

Abstract

This study aims to explore and disclose the experiences of secondary school teachers navigating the rhizo-curriculum in English foreign language classrooms. Narrative inquiry has been applied to achieve this aim. The results revealed that implementation of the rhizo-curriculum depends on the teacher’s personality; teachers partly implement the rhizo-curriculum into the teaching and learning process because they usually follow the strict curriculum and prepare learners them for exams.

Author Biographies

Aida Kairienė, Klaipeda University

Aida Kairienė holds a Ph.D. degree in  Education in the field of Social Sciences. Scientific field: Educational Sciences. She  works  as a postdoctoral researcher  at Klaipėda university.  Scientific interests: rhizomatic learning of English, micropolitics, postqualitative research.

Natalija Mažeikienė, Vytautas Magnus University

Prof. dr. Natalija Mažeikienė

Natalija Mažeikienė holds a Ph.D. degree  in Education  in the field of Social Sciences.  

Her scientific interests include curriculum development, educational innovations and strategies, links between formal and informal learning, intercultural and inclusive education, qualitative research methodology.

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Published

2025-10-03

How to Cite

Kairienė, A., & Mažeikienė, N. (2025). Navigating Rhizo-Curriculum in EFL Classrooms: A Narrative Approach to Teachers’ Experiences. Pedagogika, 158(2), 5–28. https://doi.org/10.15823/p.2025.158.1

Issue

Vol. 158 No. 2 (2025): Pedagogika

Section

Articles

License

Copyright (c) 2025 Aida Kairienė, Natalija Mažeikienė

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.