INTRODUCTION 35
Rhizomes are root-like horizontal underground stem systems that
can produce shoots and root systems of new plants. The concept
of rhizomatic relationship is widely used in a/r/tographic inquiry,
an arts-based research theory and methodology in which the
researcher acknowledges and utilizes the multiple perspectives of
artist, researcher and teacher (Irwin and deCosson 2004; Springgay
et al. 2008) to inform the research. Rhizomatic relationship is a
philosophical concept (Deleuze and Guattari 1987) describing
knowledge as always in the middle of ongoing connections of ideas
that are multiple and non-hierarchical. The point is to emphasize that
knowledge is acquired not only in vertical and hierarchical ways
with one idea building on the foundational roots of another. Instead,
knowledge can happen at the intersection of ideas that move laterally
with no clear beginning or ending, ideas that intertwine and nourish
each other. This concept of knowledge and research fits well with
the methods and ideas in this book. We recognize that the rootlets
of our thinking are only small glimpses into systems of thought that
are deeply grounded in complex and elaborate theories, philosophies
and living practices. The process of writing the book and the book
itself are examples of arts-based inquiry, using the creative process
to gather information and to reflect upon ideas. As Kossack (2012)
points out, arts-based inquiry is exactly what we do in expressive arts
work. We are aware that we do not stand outside the stories we tell.
We are in them.
The stories we are living
As caring professionals, we cannot undertake any professional activity
without consideration of the context of the world in which we find
ourselves. It is important to situate ourselves and our professional
work within the larger issues of the world, particularly with regard to
environmental concerns. Many of the stories we are living today are
challenging to confront, and we must consider how our individual
and collective creative work fits into the contextual reality of the
world (Peat 2000). We want to reflect upon how we are participating