damn curricular invasions!

Abstract

This paper explores the proliferation of utopian curricular images present in schools, which portray ideal behaviors aimed at conforming to pre-framed educational agendas. It seeks to challenge the imperial logic behind the dissemination of these images of curricular practices. The act of participating in the regime of such images places teachers in a paradoxical role as both creators and consumers within a society dominated by the spectacle, fostering an illusion of transparency while failing to address underlying power imbalances. Instead, it transforms education into a form of entertainment, perpetuating the cycle of pleasure and emotion without addressing substantive issues. In response, this essay suggests the creation of fictionalized school scenes that subvert the notion of curriculum stability. When schools and teachers are compelled to document their curricula through media-like imagery, it becomes crucial to question the underlying meanings and implications of such representations. Rather than mourning the loss of genuine life experiences, the focus should be on producing images that transcend conventional norms and challenge the status quo. This prompts a deeper inquiry into the essence of curricula and the transformative potential of alternative visual narratives. Can education evolve beyond the confines of societal norms and governmental biopower and affirm itself as a source of infinite empowerment? These are the fundamental questions raised by this essay, which urges a reevaluation of the role of images in shaping educational paradigms.