The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about the purpose of education. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet, but also Karen Barad and writers who are inspired by these theories. We present four arguments on which we elaborate: (1) Rethinking power relations, (2) Questioning linearity and how to use goals, (3) Appreciating pedagogical relationships as multiple voices and becoming-multiple-others, and (4) Considering assemblages, rhizomes and lines in student engagement. These arguments open up, as we argue, the possibility of rhizomatic thinking about learning in higher education where multiplicities, otherness and the unpredictable are appreciated. In addition, we regard the exploration of assemblages that are intercorporeal, affective and entangled as something powerful when reconsidering student engagement as part of democratic education.