Journal of Curriculum Theorizing
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Resisting a Curriculum of Control
No full textI created a study to explore the way the environment of the school sent students messages about their subjectivities. Within my study, I witnessed the social control that the school tried to maintain over students and the student response to it. This paper discusses a portion of the study that supports that finding. Because of the ways in which the students used the study to react to the social control, this paper also takes up the argument that, when working with students, it is part of our ethical obligation to our participants to allow them space to create resistance in their own ways rather than trying to force our own research agendas
Contrasting Political Ontologies of Neurodiversity in High-Concussion-Risk Rural Cultures
No full textIn this paper we will integrate two models of political ontology (Blaser, 2009; Rocha, 2015) with the concept of neurodiversity (Fenton & Krahn, 2007; Glannon, 2007a, 2007b) to produce an analysis that we will apply to the case of high-concussion-risk rural cultures. This will show that there are hidden culturally imperial hazards in the medicalization of socially constructed norms of health (Illich, 2001), and that groups with members of differing, but culturally syntonic, neurologies possess equal-but-different functionality as healthy human people
A Culture of Text: The Canon and the Common Core
No full textThis paper interrogates the notion of the literary canon in the teaching of literature, examining the potential effects of the Common Core Standards (CCS) on the canon. It outlines the emergence and persistence of the canon in the teaching of literature using an articulation of Michel Foucault’s (1981; 1994a) power relations so as to draw attention to teachers and students as possible subjects of the canon who reify it in literature curricula. Calling into question the possible narrowing effects of the canon on students, this paper suggests that an understanding of Foucault’s (1994a) concept of resistance may help one intervene in operations of the canon and thereby subtly decenter its normalizing processes in the classroom to produce a more dynamic curriculum. Examining several studies on the teaching of literature and the canon, this paper illustrates what acts of resistance might look like and how decentering the traditional practices that structure the canon may be possible even under the CCS
The Pervert’s Guide to Being a Curriculum Theorist
No full textReconceptualist curriculum has provided a field of study that intersects with the humanities. As a young scholar, I question my place in curriculum theory using Gilles Deleuze and Slavoj Zizek as two key entry points to ground departures (or lines of flight) and destinations. The seminal question challenges what boundaries and limitations exist for a young scholar seeking to be a pervert theorist, and if perverts are even wanted (or a part of) reconceptualist curriculum
A Living Curriculum of Orgullo
No full textThe authors argue for the formation and promotion of a living curriculum based on one’s lived experiences. Proceeding from an understanding of identity as a complex and multilayered construct that an individual constantly revises and adjusts, this paper proposes the creation of a bridge between learning spaces and the need to recognize and harbor the self as an infinite creation. This proposition contends the necessity to provide all persons the opportunity to express who they are and explore their space in the world in order to claim a place and be part of the political and democratic process. By becoming empowered in claiming what is necessary for one’s realization, individuals will consequently create and promote change in the world
Illuminated Footprints of Nonviolence in Hongyu Wang’s Nonviolence and Education: Cross-Cultural Pathways
No full textThis essay explores nonviolence and nonviolence education through teacher stories and currere by engaging Hongyu Wang’s Nonviolence and Education: Cross-Cultural Pathways. Wang’s study regarding the cross-cultural engagements of four university professors led to an internal awakening to a “crystal clear vision of nonviolence” as she found connections among her participants’ stories and her own experiences (Wang, 2014, p. 54). My personal experience with currere led to a similar awakening to nonviolence. This paper argues that through teacher storytelling, using teacher stories and autobiographical currere, the blurred footprints of nonviolence may be illuminated, making traversable the curving pathway of nonviolence education. Readers are provoked to think about how they might write their teacher story and possibly find greater engagement with nonviolence in their lives and in their professional practice. Keywords: nonviolence, nonviolence education, teacher stories, currer
Making a Case for Emotion in the Common Core Understanding of Close Reading
No full textThis article argues that close reading is a more authentic, relevant, and powerful practice for students when we treat emotion in readers and in texts as a rhetorical category of analysis. Both building off of the Common Core State Standards’ focus on close reading and critiquing its limiting definition, this article both models and analyzes a type of close reading that puts rhetorical analysis of emotion at its center. The text under consideration is a reading response composed by a student in a sophomore English class in an urban public school in the South. Ultimately, the article argues that by privileging emotion as a rhetorical category of analysis, emotions gain significance beyond the individual, pointing to stances on the world and to relationships with others. By considering the rhetorical force of emotion along with scholarship on emotion in literacy and cultural studies, I offer this article as one way of troubling the CCSS from within