What is it about?
This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogical imagination composes both the material and immaterial, the corporeal and incorporeal, within ecologies continually transforming in the process of making. We complicate ‘delivery’ or ‘conduit’ metaphors of education and perceive ‘design’ in co-compositions of human and nonhuman elements, resisting stasis, resisting closure.
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Why is it important?
This paper positions design in the realm of the artist–activist, rather than that of the bureaucrat–technician, and shifts intentionality beyond the invisible and controlling hand of humanism, as curriculum design we might do in the afterwards, rejecting instrumentalism.
Perspectives
This new writing is not in the form of answers to questions of curricula, so that we might lasso some outcomes, but further intra-action, further forming of new connective tissue, such that perhaps we can stop thinking of invisible hands (so human) but invisible strings attached to machines and architecture and all kinds of bodies.
Dr Jennifer Charteris
University of New England
Read the Original
This page is a summary of: The invisible hand: designing curriculum in the afterward, International Journal of Qualitative Studies in Education, February 2017, Taylor & Francis,
DOI: 10.1080/09518398.2017.1286406.
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