Journal of Curriculum Theorizing
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Currere in a new tonality: A tetradic analysis
No full textWe write this paper as free association, but we conceptualize it more so as a musical improvisation – not completely ‘free’ improvisation, but structured by the ‘harmonic progression’ of ideas that Pinar (1975) provided with currere. In a metaphorical sense, we follow his thought progression as we would follow a chord progression. To demonstrate the spatiotemporal resonance of Pinar’s notion of currere, we will (1) draw comparisons between the regressive-progressive-analytic-synthetic features of currere and the enhance-reverse-retrieve-obsolesce lens of McLuhan’s tetrad, and (2) expand notions of the biographical and autobiographical to a re-conceptualized notion of autobiographical and autoethnographical. Out of the dialectic and tetradic processes we hope to arrive, however temporarily, at a synthesis of ideas regarding currere
Spaces
No full textIn this poetic inquiry into spaces, the author draws on New Materialism to explore how spaces are both material and conceptual. Based on diverse inspiration, from Bachelard to Barad, the author looks at our role as both subjects and creators of everyday spaces. As spaces are constantly in production, they are constantly in flux. Spaces are an intersection of forces as well as beliefs. This material-conceptual nature makes them subject to sudden shifts. As spaces are a medium of learning and life, the author calls for "humble and tentative approaches" that might create unanticipated, new spaces
EcoJustice Mathematics Education: An Ecocritical (Re)consideration for 21st Century Curricular Challenges
No full textA current ecocritical trend in curriculum studies necessitates the study of diverse knowledges and contexts. Therefore, the authors present a theoretical conception termed EcoJustice Mathematics Education (EJME). The authors build this new conception upon philosophical reflections, ecofeminist views, and the recognition of the role of language and power in Western culture. The authors assert EJME’s potential to respond to and reframe critical work in mathematics education scholarship and curriculum studies. By assessing critical theories in mathematics, the authors pinpoint the tensions and the potentialities of EJME and offer considerations for future pedagogical practices and research agendas.
Tales from the Black Carpet: A Narrative Inquiry into Mulitcultural Programming
No full textThis study explores student perceptions of multicultural programming through arts-based narrative inquiry. Using Bakhtinian novelness as a frame for restorying the lived experiences of the students responsible for organizing a Black Carpet Fashion Showcase at a Catholic liberal arts university, the event’s unintended consequences are situated in a heteroglossic space where the participants’ unmerged voices (polyphony) at a specific time (chronotope) are held in the same esteem (carnival). Rather than offering a unified solution for best practice in multicultural programming, the purpose of this study is to promote dialogic conversations about how students can participate in the construction of inclusive campus communities
Education and The School of Dreams: Learning and Teaching on the Invisible Edge of Reality and Fantasy
No full textThis paper involves a series of speculations, through literature, on what it might mean for the teacher and student to dwell on the precarious frontier of dreaming, and also, what education is bound to lose if its efforts only allow the immediate qualities of doing and knowing, ignoring the hints of a life that doubles the one we live in the clear of day. I theorize how dreaming may contribute to a theory of education that does not necessarily have to disavow what it cannot read, and what it does not yet understand. I open this paper with a short illustration of the powerful urge to the wakeful and rational, drawn from the pages of comic artist Lynda Barry’s (1992) graphic narrative My Perfect Life. I then explore the creative possibilities of dreaming as found in Laurie Halse Anderson’s (1999) young adult novel Speak, which offers a useful example of a teacher at times encouraging his student’s movement to dream
