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Abstract Ubuntu-currere, resonates with Catherine Malabou’s concept of plasticity (inspired by the figuration of the salamander) in the sense that they are both regenerative processes although the former might be viewed as a macro-process and the latter a micro-process. Ubuntu-currere concerns the (ongoing) unfolding/becoming of the human in intra-action with other humans and more-than-human world - a re/generative process of mind-body-soul. In this article, author 1 narrates her story of becoming-woman through weaving together her engagement with the work of Catherine Malabou, including the notion of plasticity, and Le Grange’s ubuntu-currere. After the autobiophilosography of author 1, we draw on the concept curriculum as complicated conversation whereby author 2 engages in a diffractive reading of author 1’s autobiophilosography, through conceptually experimenting with Malabou’s references to wondering (French: admiration) and Barad’s notion of wondering/wandering (imagination). Curriculum as complicated conversation concerns processes in which curriculum scholars engage in open and frank intra-actions, by listening to others for the purpose of self-criticism. We propose that wandering/wondering could add yet another dimension to the notion of complicated conversation and contribute to thinking of alternative possibilities for the field and for the becoming of pedagogical lives.
Preez et al. (2024) studied this question.