Abstract

DU PREEZ, Petro; SIMMONDS, Shan  and  LE GRANGE, Lesley. Re/thinking Curriculum Inquiry in the Posthuman Condition: A Critical Posthumanist Stance. Educ. as change [online]. 2022, vol.26, n.1, pp.1-20. ISSN 1947-9417.  http://dx.doi.org/10.25159/1947-9417/11460.

In the reconceptualisation era of curriculum studies, scholars drew on a range of theories such as existentialism, phenomenology, psychoanalysis, feminism, poststructuralism, and especially critical theory. They used critical theory as a lens to examine the influence of social and political forces on curriculum, in particular the role of dominant ideologies on schooling and higher education in capitalist societies. In this article we explore some of the limitations this has, especially with regard to the current posthuman condition, without repudiating all the benefits that it has offered. Then we re/think curriculum studies in the posthuman condition, drawing on insights from a particular strand of posthumanism, critical posthumanism. We experiment with the real, as well as with what a reconceptualised subject (one that is ecological) might mean for curriculum inquiry in South Africa. In our exploration, we re/think the curriculum concepts: curriculum-as-lived, curriculum as complicated conversation, and currere.

Keywords : complicated conversations; critical pedagogy; critical posthumanism; critical theory; curriculum inquiry; curriculum-as-lived; posthuman subjectivity; ubuntu-currere.

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