caa a22 4500 445848103 CHVBK 20180317145405.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s11217-010-9210-y doi (NATIONALLICENCE)springer-10.1007/s11217-010-9210-y Wallin Jason University of Alberta, Edmonton, AB, Canada aut What is ?Curriculum Theorizing [Elektronische Daten] for a People Yet to Come [Jason Wallin] 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). Springer Science+Business Media B.V., 2010 Curriculum theory nationallicence Educational philosophy nationallicence Process ontology nationallicence Deleuzian philosophy nationallicence Studies in Philosophy and Education Springer Netherlands 30/3(2011-05-01), 285-301 0039-3746 30:3<285 2011 30 11217 https://doi.org/10.1007/s11217-010-9210-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11217-010-9210-y text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Wallin Jason University of Alberta, Edmonton, AB, Canada aut NATIONALLICENCE 773 0- Studies in Philosophy and Education Springer Netherlands 30/3(2011-05-01), 285-301 0039-3746 30:3<285 2011 30 11217 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer