For this paper the authors combined Howley, Howley, and Pendarvis’s (2003) concerns about cosmopolitanism with Deleuze and Guattari’s (1987) rhizomatic theory to conduct a threefold historical analysis and, ultimately, describe a tentative research framework, namely rootedness research. Concerns about cosmopolitanism were contextualized through exemplar worldviews. The worldviews served as a backdrop for an analysis of U.S. federal education policy, research on teaching and teacher preparation, and education’s presence in court cases. The analysis supported concerns about cosmopolitanism’s consequences and demonstrated how a network of factors contributed to a centralizing trend in education. The authors’ theory of rootedness research emerged as a response to the cosmopolitan context and as an intended protection of the varied and unexpected production that is integral in rhizomatic theory. A straightforward research framework was presented as an option to protect local possibility without demanding isolation.

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