This paper examines rhetorical constructions of ‘reality’ in selected outdoor/environmental education discourses-practices. Many outdoor/environmental educators privilege philosophical realism coupled with suspicion towards poststructuralism(s) and deconstruction. From a postlogographic position on language, we argue that producing texts is a method of inquiry, an experience and performance of semiosis-in-use as we sign (and de/sign) the world into existence. This re/de/signed world never represents the ‘real’ world precisely or completely, and in this paper we explore and enact modes of textual (and extratextual) production that struggle to retain a poststructuralist skepticism towards representational claims without falling into antirealist language games. We focus in particular on Deleuzean concepts of ‘rhizomatic’ inquiry and nomadic textuality as enabling dispositions for re/de/signing worlds in which realities and representations are mutually constitutive (rather than dialectically related).
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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