Download A Deleuzian Approach to Curriculum: Essays on a Pedagogical by J. Wallin PDF

By J. Wallin

This paintings examines the impoverished photograph of lifestyles presupposed via the legacy of transcendent and representational pondering that keeps to border the bounds of curricular thought.

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13). In Deleuzian terms (1987), Dead Man is a becoming-minor of the Western. Resisting mimesis, Dead Man enunciates new patterns of relation and assemblage across unlikely heterogeneous milieus, altering the dominant cultural terrain while mapping another. For Pinar (2004), the task of curriculum theory is similarly the “creation of untimely concepts . . acting counter to our time, and thereby on our time and, let us hope, for the benefit of a time to come” (p. 22). In this vein, the untimely character of Jarmusch’s Dead Man marks a significant (albeit uncanny) pedagogical hallmark of curriculum theorizing.

Put differently, there is no natural, politically or ideologically neutral course of life that then differentiates, undergoes reform, or reconceptualization. The simulacrum is life, or rather, the potential to relate and create images of what life might be. In this vein, the active expression of currere is intimately bound to its virtual powers. That is, currere’s active force is an expression of immanent difference that creates new ways of thinking. It is in this way that the actual and virtual are wed.

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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