Journal of Curriculum Theorizing
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The gears of the hidden curriculum revisited
No full textIn this Book Review on Dumbing us down: The hidden curriculum of compulsory schooling, Gatto shares some of his ideas concerning the American education system, inviting the readers to reexamine it, particularly its formal school settings. The author highlights common school practices that often go unnoticed that comprise the hidden curriculum. By unveiling these practices, Gatto affirms that the current school curriculum is designed to serve economic and political interests, instead of students' needs for learning. In his view, schools' aim to teach students rules of behavior that safeguards their obedience to abide by corporate capitalism demands. Gatto also presents harsh criticism explaining that the present crisis on education is related to an identity loss by American community values. Therefore, this publication aims to broaden the understanding about the hidden curriculum for those who wish to develop a critical examination of this topic
Uncovering White Settler Colonial Discourse in Curricula with Anticolonial Feminism
No full textThis paper explains a specific anticolonial feminism theoretical framework, which is utilized as a lens to enact a critical discourse analysis to uncover the ways white settler colonial ideology and discourse is (re)produced and subverted in the Ontario English curricula. This is important as the documents aim to be inclusive in their introductory goals, but throughout the documents’ expectations they (re)produce white settler colonial ideology and discourse. Although sometimes framed in problematic ways, there are opportunities within the curricula to subvert white settler colonial ideology and discourse. Overall, the paper brings to light the overt and covert ways in which the Ontario English curricula both (re)produces and subverts white settler colonial ideology and discourse and the importance of remaining in these uncomfortable spaces for reflection
Improvisational Responsibility: Derrida's Call to Play
No full textJacques Derrida is as improviser with a degree of improvisational finesse similar to that of John Coltrane or Miles Davis. However, Derrida’s instruments, not at all related to measurement, for vocalization of his thoughts where pen and paper; his performance ensemble, the public sphere; and some of his compositional phenomena, world events. I situate my discussion on Jacques Derrida’s speech “For Mumia Abu-Jamal” (Rottenburg, 2002). The first part of the discourse involves me addressing how he engages acts of improvisation within the work and how this can be seen as a form of responsibility. For the second part, I come back and approach how Derrida’s improvisation stands as an exemplar of hope with encouragement of ascendance to a state of “Play”.Reference:Rottenberg, E. (2002). Negotiations: Interviews and Interventions. Stanford,California: Stanford University Press.
Saying One Thing and Doing Another: Whiteness and Education in the Neoliberal Era
No full textThis essay uses students’ consideration of their high school’s mission statement—an equity statement meant to foster multiculturalism—to consider whiteness and education in the neoliberal era. During 2012-2013, 40 predominately white high school students voluntarily participated in a teacher-researcher project concerning critical whiteness pedagogy. They conducted Youth Participatory Action Research (YPAR) about whiteness in the fall. Findings from their research were used to write a script that was performed as the high school’s spring play in 2013. The author both facilitated this project and conducted ethnographic research to document the process. An ethnographic, narrative vignette is used to examine students’ critique of the school’s equity statement to consider how ostensible practice of multiculturalism in this high school may actually have contributed to white supremacy by disguising whiteness
St(r)uck by feminism: The implications of engaging a text of resistance
No full textI explore how my subjectivity makes possible my reading of a “feminist” image in a subway car. I am struck by its potential for thinking about sexism, capitalism, subjectivity, space, and desire. I am stuck because I wonder if my reading is bound by the tasks/desires of a graduate student. After offering a surface, conventional reading of the image, I use exemplary methods to read the implications it has for feminist theory and use feminist non-representational geography to map how the spaces of graduate school and subway collided, allowing certain thoughts to stick to my reading. I wonder if discourses of anti-capitalist resistance make possible and sustain social relations that continue to oppress women and whether writing about (academic) images/texts is an act of significance or fictitious social capital. Engaging a reflective stance, I interrupt my reading to better understand the impact of graduate studies on reading cultural images/texts
