The invisible hand: transversal thinking with new materialism in curriculum design

McKnight, Lucinda 2015, The invisible hand: transversal thinking with new materialism in curriculum design, in VI International Conference on New Materialisms: Transversal Practices: Matter, Ecology and Relationality, VCA/MCM/ISCH COST, Melbourne, Vic..

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Title The invisible hand: transversal thinking with new materialism in curriculum design
Author(s) McKnight, LucindaORCID iD for McKnight, Lucinda orcid.org/0000-0003-0997-6790
Conference name New Materialisms. International Conference (6th: 2015: Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 27-29 Nov. 2015
Title of proceedings VI International Conference on New Materialisms: Transversal Practices: Matter, Ecology and Relationality
Publication date 2015
Publisher VCA/MCM/ISCH COST
Place of publication Melbourne, Vic.
Keyword(s) new materialism
curriculum design
curriculum planning
posthumanism
Summary This proposal invites participation in a design intensive, in which educators bring along an idea for a unit, seminar, lecture, lesson as the basis for a practical and creative workshop merging conceptual art, writing, poetry and curriculum planning, while engaging playfully with New Materialism. In this work we seek to move beyond merely interrogating designs for future subjects, and to embolden our thinking about curriculum, asking questions to explore how the pedagogical imagination works with both the material and immaterial, the corporeal and incorporeal, within ecologies continually transforming in the process of making. Through this, we explore ways to challenge “delivery”, or “conduit” metaphors of education, to see design as “situated” in new ways involving both human and nonhuman elements, resisting stasis, resisting closure. This workshop positions curriculum design in the realm of the artist/activist, rather than that of the bureaucrat/technician and opens up a space for reflection on the processes of making curriculum. The workshop also therefore seeks to question how knowledge around curriculum is produced, and to document the ways in which our work as educators is part of a continuous becoming, as we ourselves, and our designs, co-emerge. We remember that curriculum design is fundamentally a creative project, always taking form and transforming in relation to what surrounds us, rather residing in documents, which tend to conceal the entanglements around their making. Instead, we embody and live curriculum; it is happening now
Language eng
Field of Research 130106 Secondary Education
130103 Higher Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2015, VCA/MCM/ISCH COST
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079860

Document type: Conference Paper
Collection: School of Education
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