Rhizomatic Research Design in a Smooth Space of Learning

Rupturing, Connecting, and Generating

Abstract

Racial disproportionality in special education is a symptom of larger social justice problems in a racially stratified society. Despite the favorable expectation of the effects of culture-free, universal and objective “evidence-based” interventions in serving students from nondominant groups, overrepresentation of students of color in special education continues to hinder efforts at achieving equity in and through education. In this article, we draw on Deleuze and Guattari’s rhizome metaphor and Vygotskian cultural-historical activity theory to analyze the dominant paradigm for intervention research in special education. We illustrate how the naturalized a priori assumptions and practices have contributed to the reinforcement of the racialization of disability. We then offer a rhizomatic research design as an alternative in which teachers, parents, students, administrators, university researchers, and community members engage in collective knowledge production and decision-making activities to develop systemic solutions to racial disproportionality within their local contexts.