With the metaphor of the rhizome in mind, I think about education (at the primary, secondary, and higher levels) as a space of co-inquiry and learning. I believe that too often teachers do not take into account the funds of knowledge that their students come into class with, and simply teach what they think students ought to know in the way that they are comfortable teaching. This leaves little space for the students’ own interests and ways of learning to enter the classroom space. As art educators, and teachers of future art educators, I believe we have the opportunity to create dynamic learning environments that allow for a shift in traditional hierarchical ways of teaching, and promote a more rhizomatic model of education, teaching, and learning. This can be accomplished by opening up the classroom space itself to change and re-construction.