Abstract
This chapter begins with an exploration of pedagogical events in the Eco-art Installation researcher/teacher enactment that prompted considerations of top-down curriculum policy to be relationally entangled/differentiated with a lived curriculum. Bringing forth transdisciplinary approaches to curriculum that are grounded in lived, embodied, and embedded practices between, and across, disciplinary categories, boundaries, and borders, this chapter explores Deleuze and Guattari (in: Massumi (trans) A thousand plateaus: capitalism and schizophrenia, University of Minnesota Press, Minneapolis, MN, 1987) ecosophy of becoming that begets performance-causality relationships, and thus, relational accountabilities, obligations, and response-abilities to Earthly systems and structures by inhabitants within these Earthly systems and structures.
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