Cultural and Pedagogical Inquiry (Journal)
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Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises
No full textPosthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the question: What can we learn about the perplexities, paradoxes, surprises, and frustrations associated with our academic work during COVID-19? Using an arts-based methodology and a cartographic analytical approach for our critical posthuman research, our assemblage charted the power relations operating in and immanent to the construction and circulation of academic knowledge during COVID-19
Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education
No full textDrawing from transnational and critical studies in Indigenous and decolonizing education, this paper argues for relational autonomy as a key dimension of teacher quality. Bridging feminist critiques of autonomy and Indigenous and decolonial conceptions of personhood, it defines relational autonomy as the personal and social factors that allow individuals to take principled action to benefit their communities when applied to teacher education, relational autonomy helps us understand that good teachers are those who ably support students while transmitting a love of learning, an ethic of care, and a sense of responsibility. The article summarizes the strengths of relational autonomy. The article concludes by discussing how relational autonomy might enrich and decolonize efforts to conceptualize, administer, and evaluate teacher preparation programs going forward
Yin and Yang
No full textImage of a sculpture by Penny Hardy entitled Yin and Yang (2013) illustrating our different selves
Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies
No full text(Re)imaging curriculum as world(ing)s, this article explores what was produced by pre-service teachers when tasked with creating a counter-cartography (i.e., an abstract and material representation of two or more coordinates) that reflects specific (curricular) moments that have shaped their teaching identity/ies. This work argues that despite the nefarious ways in which maps have been used, they can also be(come) territories that promote healing. We draw upon tenets of new materialism (as Sara Ahmed reminds us, matter matters) to frame our engagement with three counter-cartographies produced by pre-service teachers
Little Boy Leon
No full textPhotograph of a sculpture by British Artist Penny Hardy depicting a boy contemplating nature around him
Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning
No full textIn this article, the authors introduce four areas of practice—equity and inclusion, instructional design, assessment, and leadership—where the relationship between research and practice either fell out of step or was strained during the COVID-19 pandemic. Resonant with broader conversations about research-practice connections, neither research nor practice contexts are considered to bear the blame; the challenge emerges from the educational ecosystems we co-construct and co-inhabit. With the prevalence and complexity of online learning only growing with time (e.g., relating to OpenAI’s ChatGPT), the authors conclude by discussing inroads toward stronger research-practice connections in online teaching and learning
Break Free
No full textPhotograph of sculpture by Penny Hardy called Break Free (20`18) , which illustrates breaking free from the bonds that we create for ourselves, to live life to the full
Spaces, Places & Lines Between Teacher Education and Community Garden: A Diffractive Entanglement with Posthumanism and Feminist New Materialist Thinking
No full textThis paper examines the diffractive connectedness of spaces and places among education, nature, academia, and community. In it, I follow a project in which trainee teachers and a community garden volunteer group engage photography and poetry to connect with each other in cross community-education spaces. As I think through the shared visual and material mementos, I document a discomfort that emerges as I remember these encounters and reflect on their entanglement with philosophical posthuman and feminist new materialist ideas. The paper will support other education researchers to traverse the use of these philosophical ideas in praxis
Spirit, Heart and Reconciliation
No full textCall for Submissions for the Winter 2024 (Volume 15, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitiled Spirit, Heart and Reconciliation, with Guest Co-Editors Tiffany Prete, Celia Haig Brown, Jessica Keeshig Martin and Cecille DePass.
 
Come Pandemic and Lockdowns, School Must Go On!
No full textThe coronavirus (COVID-19) pandemic forced schools to close in many countries around the world, compelling teachers and students to adapt to an alternative modality of instruction and assessment. This essay outlines the challenges experienced while trying to prepare my high school students for their national standardized examinations. It highlights Integral Theory, a framework from American philosopher Ken Wilber, to situate my experience working as a teacher in an independent school in the Commonwealth of The Bahamas during this unprecedented time