Focusing on an empirical study, the book explores secondary school learners' engagement in the production of two events through participatory action research. Utilizing a research strategy based on bricolage and the rhizome, the findings reveal that students were significantly more involved in the happening project compared to their traditional classroom lessons, highlighting a contrast in educational engagement.
The book explores possibilities for happening in education. It outlines characteristics for happening which are viewed in relation to educational discourses to determine how learners and teachers might be involved. In connection with this, the author considers critical pedagogy, teaching as a liminal practice, creative pedagogy and multiple intelligences. The book also provides details of a participatory research strategy, based upon bricolage and the rhizome, implemented for an inquiry into happening and EFL teaching in a Polish school. The author suggests there may be resistance to the use of happening in schools due to the dominance of transmission-based teaching and unfavourable attitudes towards creativity.