In this paper, I illuminate how teachers in one Australian government primary school negotiate the tensions between dominant constructions and hegemonic notions of accountability, 'proof' and evaluation – alongside their commitment to fostering learning that is flexible, open-ended, situated, contextual and diverse. In considering this element of the assemblage of knowledge within which the teachers are working, I draw on the conceptual lens of Deleuze and Guattari's notions of tracings and mappings. I use this lens to analyse the way in which many approaches used at the school – such as pedagogical documentation of long term projects – are important tools that allow for multiple (and often contradictory) perspectives, and that make visible a range of learning processes which may not be valued or acknowledged through current dominant, more simplistic means of evaluation, accountability or assessment. Through this paper, then, I argue that a mapping of the lived curriculum as it is enacted creates the potential to honour and seek out the multiplicities, the uncertainties, the unexpectedness, the connections, the possibilities, the complexities of pedagogy.
Key Words: Primary School, Pedagogical Documentation, Deleuze & Guattari, Multiplicity