Fanning the Flames of Curriculum's Desire Through Complicated Conversations With Martin Heidegger

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-12 - Land, Language, Place, and the Turnings From Coloniality

Abstract

The question, “How do we conceptualize educational opportunity?” is considered by engaging in ‘complicated conversations’ of Martin Heidegger’s work and his posing of the ‘question of Being.’ Challenging being’s essence in favor of a perspective of being-in-relation, provides an important metaphysical/ontological standpoint with which to consider curriculum, and hence, conceptualize educational opportunity. The method of currere is used to interpret curriculum’s desire across modern binaries (e.g., individualism/relationship; truth/un-truth; knowledge/mystery). Curriculum as ‘world-ing,’ ‘truth/un-truth,’ and ‘reclaiming mystery,’ comprise the conversational threads that conceptualize educational opportunity as a space informed through the dynamic between teacher and student, curriculum and instruction, knower and known. Educational opportunity could be founded on a conception of curriculum that is relational, dynamic, creative, possible, and emergent.

Authors

• Sharon Harvey, Arizona State University

• M. Jayne Fleener, North Carolina State University

• Douglas David Karrow, Brock University

• Jie Yu, Rollins College