The underlying premise of
Line Dancing is that how we write the world (through geography or curriculum) affects and reflects in the same instant how we understand and live in the world – our words and worlds perform a mingling dance of signification. Various textual practices in
Line Dancing demonstrate the performative possibilities of words on a page. Poststructural semiotics, the blurring of the line between reading and writing, recent critiques within academic and curricular geography, and an inclusion of embodied knowing all play a part in the line dancing within this atlas. The words, legends, maps, postcards, and poems in
Line Dancing present possibilities for embodied approaches to (re)writing the world of curriculum theory.