Journal of Curriculum Theorizing
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Autobiography Without an “I”: Currere for the Era of a Porous Self
No full textThis paper attempts to bring currere, the autobiographical modality of curriculum theorizing initiated by William Pinar, into conversation with new materialist theories of subjectivity. Specifically, Rosi Braidotti’s posthuman subjectivity, Jane Bennett’s vital materialist self, and Stacey Alaimo’s trans-corporeality are forwarded as markers of “the era of the porous self,” where the material boundaries of the human form are not as static as they once seemed. When the self is seen as porous, the stable “I” quickly becomes misleading. As such, this paper attempts to write autobiographically without evoking an “I”—an attempt at currere informed by posthumanism—an experiment toward currere for the era of a porous self
How Can We Live Freer? The Will To Accept Sacred Freedom To Choose
No full textHow Can We Live Freer? I examine existing theories to refocus and support educators to avoid victimizing ourselves in our current age of excessive surveillance. Psychologist Dr. Victor Frankl, a Holocaust survivor and author and practitioner of his notion of spirituality and self- actualization discovered while a concentration camp prisoner. I revisit other scholars to support ourselves to remain free within a presently difficult space: The Will To Meaning; To Examine; and To Tarry and Adopt Nonviolence. The use of scholarship is key for educators that we might resist the urge to console ourselves in what remains an inconsolable place.
 
Agency and Counter-Agency in Curriculum Studies: Teacher Work Against the Grain of Settler Futurities
No full textThis essay examines an episode of teaching in which the inclusion of content about Indigenous history, contemporary presence, and culture triggered protean social and material resistance. This leads to an inference that the curricula of settler colonialism cannot be thought of only in terms of textbooks, state standards, and lesson plans. It also includes agentic assemblages involving communities, habits of thought and feeling, career anxieties, and more. These shape-shifting assemblages of material and discursive forces actively erase Indigenous truths, lives, and futurities. Learning to teach against the grain of settler colonialism, therefore, requires preparing teachers to engage with the whole of this dynamic, not just the ideas that are left out of mandated school curricula. Drawing on the personal experiences of the lead author and a variety of conceptual resources, this essay offers both an illustration and a theorization of what substantively teaching against the grain of settler futurities entails
Ancestral Computing for Sustainability: Learning From Indigenous Mothering While (Re)Birthing Computing Education Toward Indigenous Futurities
No full textData, Disability, Detour, Détournement
No full textIn the current upswell of interest in data visualization and infographics among visual arts educators there has not been sufficient reflection on the ideological baggage and policy implications of information presented as reliably neutral and factual. Such presumptions have been challenged by conceptualist artists for many decades, and particularly by disabled artists in the last decade, whose experiences with medical and assistive technology, and institutions more broadly, have led them to question the neutrality of communication. In this piece, I draw on the work of recent and contemporary artists, with an emphasis on both D/deaf artists and disabled sound artists, to suggest a starting point for art teachers who might seek to use art to problematize institutional uses and abuses of information
Chocolate Spectral Resonances: Calling Mr. Sun Ra, Calling Mr. Alton Sterling
No full textIn this discussion I utilize pianist, composer, band leader, and sound scientist Sun Ra, and his ensemble the Arkestra to address sonic ethics in two ways: first to re-examine the treatment of Alton Sterling, a Black man lynched by the Baton Rouge, LA, in 2016 and, second, to consider broader possibilities of how Afro-surrealist ethics, situated as sonic pedagogies, provide possibilities, simultaneously in formal and informal educational spaces/places, to disrupt ideological constructs situating Black life as equated to death
On the Raveling of Deep Aspect: Curriculum as Subjective Place
No full text2023 Bergamo Keynote Address that explores the idea of curriculum as a subjective place, first through a brief review of psychoanalytic and curriculum scholarship that discloses the concept and then through a reading of Dolsy Smith’s (2020) para-academic, autotheoretical book, Rough Notes to Erasure: White Male Privilege, My Senses, and the Story I Cannot Tell. Through the reading of Smith’s book, the author develops and offers a specification of the subjective place of curriculum that emphasizes the encoding of psychical locality in its social implication and involution
Towards Curriculum of Renewal: Na:tinixwe Approaches From/For the Language, Land, and People
No full textThe Na:tinixwe (Hupa people), reside in what is now known as Northern California, Na:tinixw (Hoopa Valley), and spoke/speak Na:tinixwe Mixine:whe (Hupa Language). Prior to settler colonialism, education for Na:tinixwe was a life-long process guided by ninisa:n (land), k’isdiyun (elders), and kixuna:y (spirit ancestors). Settler colonial curriculum was forced on us in all aspects of Na:tinixwe life. Schooling has been especially detrimental. This article, part of a larger ongoing project, highlights Na:tinixwe grounded curriculum development and practice with Na:tinixwe youth and its implications for other Indigenous communities. These approaches move us toward a Na:tinixwe curriculum of renewal that reasserts the vitality of Na:tinixwe knowledge from/for our language, land, and people. This temporal curricular reorientation of renewal continues the work of ancestors since time immemorial and moves us away from what has been forced on us
Sonic Dread: Classroom Encounters with the Sounds of Gun Violence through Film
No full textInformed by research on teaching difficult knowledge and sonic studies in education, this paper critically examines the affective implications of a common pedagogical strategy used to teach difficult knowledge: film. Studies of the use of film in the classroom tend to prioritize analysis that examines how students encounter difficult knowledge ocularly. However, there is little research regarding how teachers and learners process the sounds of trauma in film—specifically the sound of a gunshot. Given that American schools are places haunted by the ever-present specter of school shootings, educators must recognize that the eyes are not the only parts of our bodies that take in violence, and seeing is not the only sense that absorbs the always flowing and constantly circulating forces in the spaces we inhabit. Similar to seeing trauma, hearing it can be intensely destabilizing