In this essay, the authors join with an emergent set of voices shifting intellectual focus to postcolonial carnivalesque practices. Here, they refer to writers such as Paget Henry (2000), Hommi Babha (1994), Michael Dash (1990), Sandra Drake (1989), and Russell McDougall (1989). The authors are particularly interested in the carnivalesque as manifested in the literary works of third world writers and the extent to which the carnivalesque discourse within third world fiction is an enabling system of representation that generates a new, subaltern subjectivity at the epicenter of the novel form. They use as an exemplar of these developments the work of the Guyanese novelist, Wilson Harris. They discuss his novels "Carnival," "Palace of the Peacock," and "Companions of the Day and Night"--three novels that herald the age of multiplicity that now defines the terms of existence for modern subjects attempting to negotiate contemporary social institutions such as schooling. Contemporary school practice seems paralyzed when confronted with the new developments in world cultures toward hybridity, falling back, instead, on a default curriculum that privileges monoculturalism or a diluted form of multiculturalism. These dominant curriculum models preserve the imperialist disciplinary core of the organization of school knowledge and pedagogy. The carnivalesque postcolonial writing of novelists such as Harris offers pedagogues new models of thoughtfulness that challenge the tendency toward intellectual isolationism and cultural insularity in the educational enterprise.