Pursuing better childhoods and futures through curriculum: Utopian visions in the development of Australia's Early Years Learning Framework

In recent years, globalised curriculum discourses have given rise to local curriculum texts that convey and produce particularised imagininings and narratives, as well as hopes for, and expectations of, young children, their childhoods and their futures. In this article, we employ concepts from utopian studies and Deleuzeguattarian concepts of assemblage, rhizomes and lines (supple, rigid, and lines of flight) to undertake a preliminary and partial rhizomatic mapping of utopian visions of better childhoods and futures evident in the development of the Early Years Learning Framework, Australia's first national curriculum for early childhood settings. Drawing on the perspective of policy makers, News Corporation, the public, politicians, academics and practitioners who shaped the development of the Framework, we seek alternatives to the well-rehearsed dichotomies that so often characterise and confine curriculum politics and debates, and ways of exploring spaces between the possible and not (yet) possible.