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ERIC Number: EJ920633
Record Type: Journal
Publication Date: 2011-May
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0039-3746
"What Is ?Curriculum Theorizing": For a People yet to Come
Wallin, Jason J.
Studies in Philosophy and Education, v30 n3 p285-301 May 2011
"What is ?Curriculum Theory" articulates the problematic of difference, diversity, and multiplicity in contemporary curriculum thought. More specifically, this essay argues that the conceptualization of difference that dominates the contemporary curriculum landscape is inadequate to either the task of ontological experimentation or the creation of non-representational ways for thinking "a" life. Despite the ostensible radicality ascribed to the curricular ideas of difference and multiplicity, "What is ?Curriculum Theory" argues that these ideas remain wed to an structural or identitarian logic that derives difference from the a priori conditions of the "possible." Further, this essay argues that the orthodox conceptualization of difference in contemporary curriculum studies is complicit with the capitalist commitment to quantitative multiplicity, or rather, the proliferation of "multiple consumer choices". Following this problematic, the task of this paper is oriented to the conceptualization of difference adequate to the creation of "a people yet-to-come," or rather, a people for which no prior image exists. To accomplish this, "What is ?Curriculum Theory" draws upon Deleuze's "Bergsonism" in order to advance a conceptualization of difference that breaks from modes of dialectical negation and contradiction particular to the tyranny of representational thinking. Articulating an image of difference that no longer accords to the "possible," this essay composes a thought experiment conceptualizing "a" pedagogical life in a manner that explicates the transversal relationship between the "actual" (what is) and the "virtual" (what is not-yet).
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A