Journal of Curriculum Theorizing
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Special Section: Is Curriculum Studies a Protestant Project: A Jew and some Protestants Walked into a Bar...
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2015 BERGAMO KEYNOTE: Toward Proleptic Experience in Arts-Based Educational Research and Practice
No full textJCT Bergamo Conference 2015 Keynote Addres
The Gettysburg Address in English Class: An ‘Exemplar’ of Common Core’s Attack On Diverse Learners
No full textThis article analyzes the Common Core lesson “A Close Reading of Lincoln’s Gettysburg Address: A Common Core Unit” to interrogate the ways in which tensions emerge between the lesson and the research literature on funds of knowledge, multicultural education, and culturally relevant pedagogy. As this lesson is depicted as an “exemplar” that textbook authors, teachers, and curriculum makers should seek to emulate, I show examples of how this lesson undermines critical research on teaching and learning with diverse learners. I conclude with implications for both practicing P-12 teachers and curricular researchers as we continue to struggle and carve out practices of resistance in the era of Common Core
Building Curricular Diversity through a “Social Movement”: How Faculty Networks Support Institutional Change
No full textAbstract This essay offers an innovative model for effectively infusing diversity across a higher education curriculum. We explore the benefits of reconceptualizing infusion efforts as “social movements” in order to highlight the importance of structural power relationships and deliberate network-formation in affecting change on any individual campus. We contend that the work of infusing diversity across the curriculum is driven by disciplinary cultures and institutional structures that shape individual faculty curricular choices. Using a recent Teagle Foundation-supported, faculty-led initiative directed at promoting diversity across the curriculum at Lafayette College, we show that the use of a social movement frame for promoting curricular diversity not only can transform curricular cultures across the disciplines by establishing new faculty networks but also strengthen momentum for supporting future institutional change. We further offer suggestions for successfully applying this social movement framework in praxis.
2015 BERGAMO KEYNOTE: A Parallel Universe: The Keynote I Did Not Give
No full textWhat follows can be theorized as a ‘sheet of time’ that co-exists parallel to a keynote speech given at Bergamo, JCT conference on October 18, 2015. It constitutes an alternative co-exiting universe or incompossible world as Deleuze develops this in The Fold, a trajectory of time that exists simultaneously but was not manifested – an incompossible present. It belongs to the same universe – but exists elsewhere. It was an ‘impossibility’ not then given, but given now, and it may well not be a true past.
“Here We Come to Save the Day”: Exploring the Dark Side of Servant Leadership Narratives among College Freshmen
No full textThis article briefly explores student narratives regarding participation in a service learning curriculum in order to trouble the ideology within and suggest a curriculum designed to create thoughtful interactions when communities partner. Drawing on oral and written reflections of a rural Appalachian service experience with college freshman (the names of all parties and communities have been replaced with pseudonyms), it was recognized that students exhibited alarming tendencies to colonize community spaces and members though service. Specifically, students shared narratives in which they privileged themselves as heroes while representing community members as beside the point or invalid. Critical post-colonial critique is used to analyze student reactions. Review of literature and analysis of student narratives suggest hegemonic structures surrounding and within service learning curriculum are likely more responsible for these missteps than individual students. Ultimately I explore and effort to imagine curricula that disrupts hero-centered conceptualizations of service learning curricula
Preparing the “Standardized Teacher”: The Effects of Accountability on Teacher Education
No full textSignificant attention has been brought to the effects standards and accountability has on P-12 students. Not as much focus has been placed on the implications these reforms have on teacher education. It appears that both for-profit and nonprofit corporations have taken advantage of new policies and have found a way to penetrate the education system by responding to the demands of standards and accountability. Corporations who are far removed from the education institution produce pre-service teacher evaluations. An attempt for institutions to align their teacher education program with the required evaluation system has resulted in a narrow curriculum. The emphasis of teacher education programs to ensure pre-service teachers meet the required standards has reduced teaching to mechanistic approaches and fails to provide experiences that address the complexities of teaching. This narrow curriculum fails to encourage students to critically analyze the current state of education. The unsuccessful attempt to create standards to achieve the goal of increasing teacher quality has resulted in the preparation of the “standardized teacher”
This is not the Urban Cohort: A Performance Narrative in Four Acts
No full text This performance narrative, and the analysis and implications that follow, was constructed from data collected during a year-long critical ethnography of foregrounding race and racism in a preservice literacy methods course. It was written as a medium to create anti-racist interventions within thirdspaces (Soja, 2010) in higher education classrooms, spaces where possibilities for understanding and changing the way race and racism shape and distort educational contexts can emerge
‘Just’ Dance: Hope and Happenstance in ‘Reading’ Curriculum, Aesthetics & Ethics with Donald Blumenfeld-Jones
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Touching the inexplicable: Poetry as Transformative Inquiry
No full textEducators must attend carefully to personal beliefs in order to lessen the perpetuation of harmful norms occurring in schools and schooling. Our purpose here is to focus on how a particular process of creating poetry influences disruptive encounters, such as homophobia and privilege, thus working to change long held patterned ways of knowing. The type of poetry described is rooted in the philosophy of Transformative Inquiry (TI). Where poems are not pat answers, but unravelings and reweavings of enduring educational concerns. In poetry we see an elixir of mystery and certainty, a powerful orienting towards the pain of others: we are changed, and in turn, we change our teaching. TI poetry is a powerful act, permeating the boundary between professional and personal, calling forth the textures of being which sculpt our dispositions both in life and in practice so that educators may respond with integrity to the needs of students.