ABSTRACT
Curriculum theorists have long called for what writers do best: create fictions. An other world, illuminated experience, a poetics of experience, poetries of imagination, living in imaginary gardens—these metaphorical ways of expressing the life of the mind have occupied the theories of curricularists for half a decade. For theorists such as Maxine Greene, Madeleine Grumet, Florence Krall, and James Macdonald, for instance, pedagogy is not a static enterprise of simples, any more than the student or teacher is a unity of singles. There is no such thing as a single self or simple truth. What exchanges occur among beings in the classroom are complicated conversations (Pinar, 1995), called curriculum, the root of which is flux. And the way into the flux involves imagination, dream, and memory—what writers concern themselves with best.
