ABSTRACT
As with all higher education curricula in the twenty-first century, the ecological curriculum is an assemblage, a loosely fitting collection of elements. The ecological leanings and possibilities will vary from course to course, from university to university and from nation to nation. The ecological curriculum, after all, is shaped so as to lead the student on into new and wide spaces across the regions of the various ecosystems, such that the student is brought to a realization of her/his possibilities in the world. The ecological curriculum is literally a stretching curriculum in that it stretches the student into strange, demanding and open settings. The ecological curriculum, therefore, is a complex assemblage. It is composed of heterogeneous elements, bringing different ecosystems – of learning, of society, of personhood and so forth – into mutual contact and playing on their interconnectedness. Smooth spaces are associated with nomadism; striated spaces are associated with a sedentary disposition.
