ABSTRACT
Extending the metaphor, and considering Lacan's continuing mentorship via text and Leggo's generous textual and personal influence, how might these strong poets be understood as unconscious mentors of curriculum theorizing. Beginning with Lacan as strong poet, a Lacanian approach to curriculum studies brings awareness to unconscious desires. This chapter shows how discourse shapes subjectivity to create unconscious desires, and then reflect on why these unconscious desires are rarely seen as resources. Jumping forward to Lacan, language, for him, influences the self at the unconscious level, providing a kind of social coherence and continuity to an individual's unique desire. As with Lacan and Leggo, strong poets can make unique, inner experiences more transparent in order to understand how desire is part of the process of a person's knowledge construction. As noted above, desire is intimately related to how knowledge is constructed.
