ABSTRACT
What follows is one story of my work with children, teachers, and Saturday morning television. It is a story of a curriculum project, but also a story of how such a project forced me to reflect on the difficulties of presenting practice as a narrative. The moral turns out to have something to do with the impact of technoculture, and the “free spaces” not seen in curriculum research. But this is also the story of a picaresque quest, a movement from Foucault to Deleuze and Guattari, from action researcher to rhizomic practitioner, and back again.
