As an educator, when working with young children, college freshman, or graduate students, my goal is to create a space in which we, as a community of learners, can engage in dialogue and discover together. I do not believe that students are examples of the tabula rasa; they are not blank slates on which I, as educator, inscribe the knowledge that they need. I want my students to know more than simply what I think. I want them to be able to make connections between the theories that ground art education practice and their own lives and daily experiences. Therefore, I believe that the best learning takes place when students are able to express their own thoughts and ideas. I aim to foster a rhizomatic learning model in which the map of the classroom space is always open to changes, shifts, and re-constructions.