“‘I hate it when you talk like this . . .’
‘I merely observe that this is a quantum Universe and, as such, what happens is neither random nor determined. There are potentialities and any third factor–humans are such a factor–will affect the outcome.’
‘And free will?’
‘Is your capacity to affect the outcome.’”
~ Jeanette Winterson, The Stone Gods
I challenge you to look boldly at today’s curriculum. Hold it in your hands, as every educator should, and peer into it. Just below the surface lies a labyrinth of possibilities. Its architecture is Deleuzean in concept, manifest folds upon folds. Curriculum is nebulous, expansive, recursive. As educators, we must do more than expect critical engagement from our students — we must model it in our efforts to change, modify, and adopt new learning practices. An educational system emerging from the demands of an industrial nation begins to crack in the light of post-industrialism. New literacies arise; epistemologies change. We must enter the labyrinth despite the minotaur.
In the deepest recesses of academia, we find ourselves still heavily influenced by the pervading capitalist culture informing our learning communities. This is damaging. Economic gain and critical pedagogy are too frequently at odds. The academy has become, among other things, a place to produce certified experts each designated to complete their commercial task(s). When in this model, then, does the student get to consider the system itself? We cannot afford to leave it unexamined. Consider this: we work, shop, eat, and live in a society where much of our produce has lost a significant portion of its nutrient value through generations of poor crop management, yet we gloss over these details in historical narratives that recast these losses as advancements in efficiency and industrial progress. I, for one, feel alienated from the primal necessities of life, hidden somewhere behind the well-stocked supermarket shelves. Upon reflection, however, I realize that many of these commodities have visited much more of the world than I have. Without well-developed critical thinking skills, our students will come to depend on — and reproduce — this historical narrative just as the current economy depends on and reproduces these crops.