By J. Wallin

ISBN-10: 0230115284

ISBN-13: 9780230115286

ISBN-10: 1349288454

ISBN-13: 9781349288458

This paintings examines the impoverished photo of existence presupposed by means of the legacy of transcendent and representational considering that maintains to border the bounds of curricular thought.

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Extra resources for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life

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T]he seeming . . diversity [of the curriculum] is an illusion because ‘they’ are manifestations of a [single] meaning of curriculum: the curriculum-as-plan” (p. 417). It is in this vein that the ostensible freedoms of the student are coded in advance by an a priori image of pedagogical life. The student’s relationship to curriculum is not simply interactive or passive, but interpassive. Whereas interactivity connotes the incompleteness of currere, requiring in turn the efforts of an active subject, interpassivity expresses the individual’s relationship to a system that is already more-than-complete.

Or escape . . is needed to shake up an overly rigid system” (Bonta & Protevi, 1004, p. 83). As Deleuze (1983) asserts, reality is actual-virtual. Thinking the actual and virtual as dualistic thus constitutes a philosophical error that lapses back into Platonic reactivity. Second, the positive and creative force of the Deleuzian simulacrum is oriented to the affirmation of life. The will-to-deception, the powers of the false, and minoritarian production respectively escape the closed system of currere’s reactive image.

Indeed, the political orientations of such grassroots movements as “back to the basics” posit an image of what life is stripped of its expressive excesses and monstrous births. In place of such expressive potential, a stable transcendent ground functions to territorialize thought and action (extension). Such territorializing movements arrest the flow of difference by reducing currere to an a priori image of life (x ϭ x ϭ not y). For example, the impoverished image of currere offered by “traditionalist movements” creates rigid segmentations between the disciplines, privileging the elevation of foundational knowledge while correlating the quality of pedagogy to its representational parallel in standardized examinations.

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