Mapping Curricular Assemblages

Background/Context: This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study: The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpa...

Full description

Saved in:
Bibliographic Details
Published in:Teachers College record (1970) 2019-11, Vol.121 (11), p.1-32
Main Authors: Eaton, Paul William, Hendry, Petra Munro
Format: Article
Language:English
Subjects:
Curricula
Curriculum
Data
Educational Philosophy
Educational Practices
Educational Researchers
Higher education
Humanization
Reductionism
Research Design
Scholarships & fellowships
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background/Context: This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study: The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design: In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions: The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being~becoming.
ISSN:0161-4681
1467-9620
DOI:10.1177/016146811912101101