Re(con)ceiving Young Children's Curricular Performativity

Sep. 01, 2010

Source: International Journal of Qualitative Studies in Education, Volume 23, Issue 5 (September 2010), pages 557 – 577.

Working (with) Deleuzo-Guattarian philosophical imaginaries opens (to) a multiplicity of possibilities for thinking differently about curriculum, young children and how they perform their curricular understandings.

In the present article the author works (as) rhizome, bringing the imaginaries becoming and milieu into an early childhood curriculum conversation towards perturbing conventional, entrenched developmental understandings of young children and their learning.
It is within/in multiplicitous processing through becoming-child(ren) that the author re(con)ceives children and their relationships with curriculum as a performativity of the milieu(s) they inhabit, milieus that slide alongside/over/through those of adult worlds of curriculum.

With/in milieus that children generate for their learning, the complexity of play(ing) is like clouds sculpting skyscapes as they make visible the always already happenings of their curricular performativity.

Updated: Mar. 01, 2011