Abstract
This paper looks at how the ontological and epistemological premises of posthumanism allow educators to reread a curriculum. Document analysis reveals the current grade 6 first foreign language curriculum in Lithuania as being, in Deleuzian terms, a striated, exhaustive, and positivist one. It is also ridden with tension to meet both the naturally arising learners’ interests and standardized learning outcomes. Posthumanism, which invites educators to look at the curriculum rhizomatically, allows for different kind of learning – defined through thinking, becoming, and affirming.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
