Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies

Abstract

(Re)imaging curriculum as world(ing)s, this article explores what was produced by pre-service teachers when tasked with creating a counter-cartography (i.e., an abstract and material representation of two or more coordinates) that reflects specific (curricular) moments that have shaped their teaching identity/ies. This work argues that despite the nefarious ways in which maps have been used, they can also be(come) territories that promote healing. We draw upon tenets of new materialism (as Sara Ahmed reminds us, matter matters) to frame our engagement with three counter-cartographies produced by pre-service teachers.