ABSTRACT
The chapter explores the call to create hybrid interdisciplinary montages within curriculum studies by naming performance art as a material manifestation of a bodied curriculum. The authors discuss the ethical, political, social, as well as the raced, classed, and gendered implication of being in relation with other bodies in different and hereto unknown ways and explore what these unsettling encounters produce in terms of different ways of thinking and being in the world. The authors focus upon the work of Canadian performance artist Diane Borsato in order to develop frameworks for thinking about human touch and relationality. Next, they turn to a discussion of learning as a form of becoming that takes place through and with others not in isolation as conventionally conceived. More specifically, they attend to the implications difference has for ethical constructs of teaching and learning. They suggest that ethics understood through relationality requires approaches to knowledge that are not absolute but specific to the complexities of bodied encounters. Lastly, they propose that the present and next moments of curriculum theorizing will require openness to as yet unknown ways of thinking and processes of becoming.
