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This article questions the centrality of knowledge and learning in the curriculum, as well as the restriction of education to learning even when education is thought of as consisting of ways to combat anti-science discourses in the name of combating Covid-19. Based on discourse theory and deconstruction, with a focus on the notions of radical investment, contextualization, interpretation, and fantasy, the article reaffirms a post-foundational notion of curriculum theory and defends the possibility that curriculum and school can be spaces of affective relationships, bonds, and subjectivities willing to invest in life and thereby contribute to fighting the current pandemic.

Radical investment in the curriculum in times of Covid-19: Can we question the anti-science discourses?