APORETIC TECHNO-CURRICULUM

artifactuality and actuvirtuality in the derridean movement of deconstruction

Abstract

This article aims to highlight the potency of Jacques Derrida’s notion of aporia for understanding curriculum as an aporetic experience — one of unpredictability, contingency, and undecidability — enabling the reading of educational processes as infinite possibilities of signification, in a continuous movement of unfinished experiences. Within this movement, and based on the scope of our investigations, we address the notion of aporia articulated with Derrida’s concepts of actifactuality and actuvirtuality, which deepen the understanding of reality as spectral — that is, unfinished and shifting as an event tied to unpredictable experiences. The notions of actifactuality and actuvirtuality have guided our inquiries into the entanglement between curriculum and technology, which we problematize through the term techno-curricular, bringing a discursive dimension to this relation that navigates porous borders toward the yet-to-come. Finally, in this movement of deconstruction, the prefixes acti and actu allow us to enter the incalculable time of language in actu of this relation, bringing the field of curriculum closer to Derrida’s poetic sense of the hedgehog in its crossing.