Eventicizing Curriculum: Learning to Read and Write through Becoming a Citizen of the World

Liselott Mariett Olsson

Abstract


Within our contemporary globalized society exists a discourse on a changed knowledge production, where knowledge is crossing borders, exchanged, changed and re-evaluated at great speed. At the same time, there is within the field of education an enormous increase in devices intended to produce stable and permanent knowledge through the taming of learning processes as well as entire practices by planning, supervising, controlling, assessing and evaluating them towards preset goals. This article proposes a way of orienting ourselves in the current situation through describing some of the didactical and scientific work effectuated within the research project "The Magic of Language". Through weaving together examples from preschool children's learning to read and write, teachers and researchers work with pedagogical documentation and French philosophers Gilles Deleuze and Félix Guattari's concept "event", it is demonstrated how we can counter-effectuate current attempts to tame learning and practices and instead engage in a more creative, profound, collective and nevertheless stringent approach.



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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563