ABSTRACT
Contemporary curriculum studies has been a turbulent and discontinuous field. Many scholars strive to reexamine the field through their own interpretive analyses; in so doing, they all bring “new” theoretical and practical frameworks into curriculum discourses and make us rethink curriculum and ourselves as educators (Apple, 1979, 1986; Cherryholmes, 1988; Doll, 1993; Eisner, 1979; Eisner & Vallance, 1974; Hlebowitsch, 1997, 1998; Hwu, 1998; Jackson, 1992; Pinar, 1988, 1998; Pinar, Reynolds, Slattery, & Taubman, 1995). In this chapter, one of my main concerns is the death bound of deterministic and systematic curriculum planning that prescribed to perish teachers’ and students’ social realities and their meaningful life experiences. I argue that prevailing structuralist-minded schooling has excluded the dynamics among students/teachers; that it offers false hope of certainty in achieving educational excellence; that it overlooks the social matrix embodied within itself; and that it diminishes the tensions of race, gender, class, and ethnicity by creating a homogeneous educational enterprise. I intend to ex-
plicate Gilles Deleuze and Jacques Daignault’s works to problematize our understanding of curriculum theory and practice.
