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Through these visual and textual epistemological and methodological moves, the study examines interstices, displacements, journeys, ways of knowing, and the entanglements that shape teachers’ learning paths. The process prioritizes concept generation—rhizome, intensity, affect, gesture, displacement, and metaphor—framing learning as activity within a relational, performative ontology of becoming while considering how these processes affect teachers and researchers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cartographies-as-spaces-of-inquiry-to-explore-of-teachers-nomadic-learning-trajectories-article/600858/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cartographies-as-spaces-of-inquiry-to-explore-of-teachers-nomadic-learning-trajectories-article/600858.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the research process described in the paper?","Question",{"text":112,"@type":113},"To generate and enact concepts such as rhizome, intensity, affect, gesture, displacement, and metaphor, rather than to focus on obtaining results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors use cartographies in the study?",{"text":117,"@type":113},"Cartographies function as a visual and textual epistemological and methodological approach to inquire teachers’ movements, transitions, and nomadic learning experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is nomadology used to investigate teachers’ learning trajectories?",{"text":121,"@type":113},"Nomadology frames learning trajectories through processes of becoming and disruptive forces, emphasizing relational and performative activity instead of treating learning as a fixed outcome.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600858,1792171544,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Cartographies as spaces of inquiry to explore of teachers’nomadic learning trajectories  \nFernando Hernández-Hernández  \n[fdohernandez@ub.edu](fdohernandez@ub.edu)  \nJuana M. Sancho-Gil  \n[jmsancho@ub.edu](jmsancho@ub.edu)  \nUniversity of Barcelona  \nMaria Domingo-Coscollola  \n[mdomingoc@uic.es](mdomingoc@uic.es)  \nUniversitat Internacional de Catalunya  \nAbstract  \nThis paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience . By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths . The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor . Concepts that are helping us to think about how learning gets through teachers’movements and trajectories . Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers .  \nKeywords  \nPost-qualitative research; secondary school teachers, nomadology; entanglement; affects ; gestures .  \nF. Hernández, J. M. Sancho & M. Domingo  \nDigital Education Review-Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 105)[ 105](http://greav.ub.edu/der/ 105)  \nI. Expanding learning boundaries  \nIn the last years, we have developed several research projects that placed especial emphasis in the contextual and experiential dimensions of learning. In all of them, we have explored different aspects of learning not only with primary (Hernández-Hernández, 2010) and secondary school students (Domingo-Coscollola, Sánchez-Valero, & Sancho-Gil, 2014; Hernández-Hernández, 2017; Miño-Puigcercós & Sancho-Gil, 2014; Sancho-Gil & Ornellas, 2014), but also with primary, secondary and university teachers (Hernández-Hernández, Sancho-Gil, Creus, & Montané, 2010; Sancho-Gil, 2011, 2013; Sancho-Gil & Hernández-Hernández, 2013, 2014) . These projects made evident that personal and professional knowledge cannot be separated from the biographic, cultural, social, technological, and emotional and affective experiences of the learners . In this sense, learning is embodied in an ecological process . This environmental notion of learning made us to decide the use of visual cartographies as an epistemological and methodological approach. This allows us to explore teachers’ transitions and nomadic learning experiences in the scenarios inside and outside school where they learn and to think about what they value as source of knowledge and experience .  \nFrom this background, we consider learning, as  \na phenomenon that involves real people who live in real, complex social contexts from which they cannot be abstracted in any meaningful way. […] learners are contextualized. They do have a gender, a sexual orientation, a socioeconomic status, an ethnicity, a home culture; they have interests and things that bore them (Phillips, 2004, p. 10) .  \nBecause of this perspective, we assume the impossibility of restricting learning to self-contained formal learning environments . Today more than ever -in a digital al highly connected society, learning is not only a life-long, life-wide and life-deep process (Bank et al., 2007), but takes place across boundaries, times and spaces (Hernández-Hernández, 2017; Miño-Puigcercós, 2017; Sancho-Gil, 2011, 2013; Sancho-Gil & Herná","cbCaioyf5PqZsKx3","https://ap.wps.com/l/cbCaioyf5PqZsKx3","pdf",1083571,15,"English","# Expanding learning boundaries\n## Learning as an embodied ecological process\n## Learning across boundaries in a connected society\n## Research methods beyond traditional measurement","[{\"question\":\"What is the main goal of the research process described in the paper?\",\"answer\":\"To generate and enact concepts such as rhizome, intensity, affect, gesture, displacement, and metaphor, rather than to focus on obtaining results.\"},{\"question\":\"How do the authors use cartographies in the study?\",\"answer\":\"Cartographies function as a visual and textual epistemological and methodological approach to inquire teachers’ movements, transitions, and nomadic learning experiences.\"},{\"question\":\"Why is nomadology used to investigate teachers’ learning trajectories?\",\"answer\":\"Nomadology frames learning trajectories through processes of becoming and disruptive forces, emphasizing relational and performative activity instead of treating learning as a fixed outcome.\"}]","Cartographies as spaces of inquiry to explore of teachers’ nomadic learning trajectories - Article | PDF",1792091516,38]