DREAMING A LIFE-CURRICULUM WITH PRESERVICE TEACHERS WHO TEACH SCIENCE IN THE EARLY YEARS

Abstract

This essay aims to dream a life-curriculum conjured by the event, stemming from the encounter with pre-service teachers in the undergraduate Pedagogy program at the State University of XXXXXXXX. What mobilizes us is the invocation of dreaming as a method to compose a life-curriculum that contributes to the crafting of other teachers—those who teach science in the early years in new and unique ways. Aligned with the Philosophy of/within Difference, we adopt the tools of the event (Deleuze, 2015) and self-writing in Foucault (1992), to invent alternative curricular modes grounded in the idea that dreaming is a method for (re)existence and a means to find, in the minutiae of everyday life, cracks that open up new spaces of experience for a sensitive and inventive way of teaching. To this end, a “life-atelier” was constituted during the teaching practicum, envisioned as a life-curriculum in fluid motion—daily woven, unraveled, and rewoven from unanticipated encounters. These threads sought to break away from clearly defined outlines and rigid contours typical of a curriculum centered on transmission, accumulation, and the filling of bodies, as if they were hardened clay no longer allowing for alternative forms. This clay, molded into conformations, was gradually [de]structured, [re]constructed, and [trans]constructed, and the lines drawn began to follow new shapes—those that also err, are formless, softened.The dream here sparks other forms of craft: self-writings in moist clay, droplets of creation composing a multiplicity of contours.