EDUCATION AFTER GAIA INTRUSION: AND WHAT DOES THE QUEER HAVE TO DO WITH IT?

Abstract

In this text, inspired by Isabelle Stengers’s formulation on the intrusion of Gaia, I seek to explore relationships between curriculum policy, ecology, cosmology and queer criticism in our era called Anthropocene. From the intercessors of literature and theater, I argue, on the one hand, the possibility of educational experience outside the rhetoric of the primacy of the human subject as a curriculum formation project, while insisting that we need queer practices that move us from the usual ways of thinking policy, ecology and nature. Thus, I mobilize the cosmoecopolitics imagination of queer ethics to disturb the overwhelming stories of the subject’s tributary twin of education, the threadbare anthropocentrism, which, in fits and starts, is reinvigorated, confused with the very matter of the curriculum. In the end, I suggest that curriculum policy is more of a world-living experiment, of creating worlds, of finding a world, of finding ways of being in circuits of alchemical transfiguration forces in which trajectories unfold beyond - or even below - the humanistic models of recognition or the usual hyperintelligible registers of normativity and the State.