| Sumario: | The discontent regarding the dismantling and critiquing of the dominant inscriptions of curriculum by South Africa's higher education institutions continues to be experienced. Over twenty years into its democracy, curriculum transformation is yet to be realized and one reason for this is the proliferation of policy frameworks that have, for the most part, reinforced techno-bureaucratic compliance with structural change and framed myopic conceptions of curriculum. In an attempt to engender a curriculum discourse that shifts the focus from policy to the centrality of the subject, in this article I engage with subjectivity and the lived curriculum in what Ted Aoki thinks of as a constructive tensionality. This tensionality lies in the transcendental conception of the subject that very often succumbs to imperatives of myopic elements of such curriculum discourse. From the main findings of a research study that drew on the lived experience of students who invested in complicated conversations, their aspirations for curriculum transformation became evident. This initiated a much needed (re)thinking of lived curriculum as complicated conversation and what this could entail in a posthuman era. The desire for complicated conversations to enable curriculum transformation requires a shift in hegemonic conceptions of the subject and of knowledge. I embrace these possibilities through nomadic thought.
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