A Chinese Language Teacher's Self‐Study on Diffracting Curriculum Materials and Pedagogy Through a Complex Dynamic Systems Framework

Little is known about how classroom teachers' interpretation of curriculum materials influences students' personal, social, and cultural engagements at the classroom level. By connecting posthumanism to complex dynamic systems, this self‐study explores an inclusive pedagogical practice aimed at promoting dynamic learning for diverse student populations within languages other than English (LOTE) education in Australia. Through a diffractive analysis of curriculum practices and theories, this study provides pedagogical insights that enrich languages, cultures, and social intra‐actions within the use of curriculum materials. The material‐discursive process revealed several key curricular assemblages that shape classroom dynamics and inclusivity. From this self‐study, I propose an experimental model that recognizes classroom materials as assemblages. This article encourages practitioners to engage in self‐study to enhance dynamic engagement within their classrooms.