| Abstract [eng] |
Thesis. This paper aims to explore how the concept of the rhizomatic curriculum can be expanded through its superimposition with posthumanism in order to better understand and enable transitions from (and between) humanist to posthuman conceptualisations of the curriculum. Concept. The exercise is undertaken as a superimposition – a concept and a practice stemming from photography, which generates overlaps, blends, and mergers. Using philosophical concepts drawn from Deleuzeguattarian thought – namely immanence, affirmation, and affect – the paper analyses the rhizomatic curriculum across ontological, epistemological, and ethical dimensions. Posthumanism is approached as a contemporary condition, a research medium, and a philosophical stance, each offering not so distinct entry points into rethinking the curriculum. Results and conclusion. The analysis reveals that a rhizomatic curriculum, when placed in dialogue with posthumanism, illuminates the role of bodies, relationality, and the non-human in classroom practice, allowing the curriculum to be viewed as both lived and planned, molar and molecular. This framing does not aim to resolve or replace humanism but to affirm its coexistence with posthuman perspectives. The paper concludes that such superimposition offers a generative framework for pluriversalising a curriculum enablement, inviting educators and researchers to pursue creative, situated, and response-able approaches to teaching and learning. |
