By J. Wallin
This paintings examines the impoverished photograph of existence presupposed by means of the legacy of transcendent and representational considering that keeps to border the bounds of curricular thought.
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Extra info for A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life
As the minoritarian works of Kafka and Joyce deterritorialize the decorum of language, so too the active force of currere must draw upon its minor powers in affirmation of its virtual potential for becoming. Such becoming, in turn, opens space(s) for a people not yet seen, a pedagogy for a people yet to come. Introducing a problematics into identitarian thought, the powers of the false “[work] by pushing systems to their intensive states in order to follow traits . . to reveal their virtual structures or multiplicities” (Bonta & Protevi, 2004, p.
Each deterritorializes the decorum of language, Kafka by destabilizing, affecting, and exaggerating the tendencies of Prague German, Joyce by breaking with any a priori standards of writing through “the power [of affirming] all the heterogeneous series” (Deleuze, 1990, p. 260). The minoritarian lines opened by Kafka and Joyce posit a belief in the future of the future, opening up a space for a people not yet seen or a people in the process of becoming. In this manner, the minoritarian powers of the false have significant import for the active conceptualization of currere.
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. In interpassivity, an agent is relieved from the active demands of creation (Pfaller, 2003).