In shaping the curriculum as artistic work, we draw on the concept of the rhizome described by French philosophers Gilles Deleuze and Félix Guattari: a network of connections with no beginning and no end. With this in mind, lecturers and students work in a process-oriented rather than results-oriented way. This challenges conventional education, which often follows predetermined learning outcomes that can conflict with artistic thinking and practice.
Although the programme is held together by a clear framework that safeguards its educational intentions, it remains open to change and fluidity – reflecting the reality of the world. We see the rhizome as an antidote to structured forms of education that too often control and restrict creative potential.
The iMAE programme also incorporates the educational strategies developed by Brazilian educator and activist Paulo Freire, using critical pedagogy to encourage debate and dialogue. With this in mind, we use participatory action research in combination with issues-based art and educational studies research as the basis for the programme's research agenda.