Like a Rolling Stone: Risks, Implications, and Trajectories of Educational Events

Robert Piazza, Kent den Heyer


Building off work by Aoki, Badiou, and Biesta, the authors explore two questions about the aims of schooling and purposes of education: What might be educational about education beyond its qualification and socialization functions? In what way might we arrange knowledge for the possibility for “event” to occur and a subsequent “truth process” to proceed? In response, the authors use the career of the band The Rolling Stones as an example of key terms further elaborated through a teaching experience of failure. They conclude with a rumination of why teachers require humility in what they explore as a teacher’s “invitation” to students to encounter curricular “events.”


aims, events, truth processes, curriculum invites

Full Text:


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.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563