Places, spaces, holes for knowing and writing the earth: the geography curriculum and Derrida's Khôra

Abstract

This article enquires into the value of ‘concepts’ as a framework for the school curriculum by questioning their contribution towards our responsibilities for thinking about the earth. I take Derrida's deconstructive reading of Plato's Timaeus to show how spaces in meaning can be revealed, and more transgressive ways of knowing invited in. Derrida's Khôra marks the opportunity for something new, productive and unforeseeable to arise as the play of traces unfurls. A deconstructive reading of the geography national curriculum policy exposes the impracticality and impossibility of following the text as a definitive scheme and basis for curriculum planning. The paper ends with a spacing of a real place for the geography curriculum by appropriating four different ways of knowing Whitby, a harbour town in north-east England, outside the conceptual scheme. The paper contrasts an approach that is essentially general, conceptual and at the level of the plan, map or net, with a deconstructive approach that welcomes in other, more ethically responsible and imaginative meanings.

Keywords:

• geography curriculum
• concepts
• language
• spacing
• ethics
• imagination