Journal of Curriculum Theorizing
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Using Fiction to Research Silenced or Counter Narratives of Lives In-Between Contested Race, Gender, Class and Power in the South
No full textThis is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe
Toward Cosmopolitan Sensibilities in US Curriculum Studies: A Synoptic Rendering of the Franciscan Tradition in Mexico
No full textThis essay articulates the notion of cosmopolitan sensibilities in curriculum studies through a synoptic rendering of the Franciscan educational tradition in 16th century Mexico. Recovered by Mexican intellectuals preceding but especially in the wake of the Mexican Revolution, the Franciscan tradition provides one of several “origin narratives” for the ideology of mestizaje central to Mexican national identity of the present. The Franciscan tradition, represented in biographical sketches of Pedro de Gante, Toribio de Motolinía, and Vasco de Quiroga, articulated a lived pedagogy emphasizing a historicized Catholic ethics of liberation problematically fraught with paternalism. As an example of cosmopolitan sensibilities in curriculum studies, the Franciscan tradition signals but one tradition currently eclipsed in curriculum discourses and refinements that drives at a discussion of Hispanophone educational and cultural criticism
A Living Curriculum of Place(s)
No full textThis is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe
Being Uprooted: Autobiographical Reflections of Learning in the [New] South
No full textThis is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe
Rethinking the Mainstream Gay and Lesbian Movement Beyond the Classroom: Exclusionary Results from Inclusion-Based Assimilation Politics
No full textThis paper explores the current mainstream gay and lesbian equal rights movement in an attempt to better analyze the concept of “equal rights” and “equality” within U.S. discourse and curriculum. Ostensibly, legal and political equality is encouraged for gay and lesbian individuals, however, this paper argues that the current direction of mainstream equal rights organizations is one leading toward a repetition of the past, whereby legal or political equality will not inevitably bring heterosexism to breakdown or diminish in its incidence or prevalence. Conversely, it will (if it has not already) lead to fragility among the queer community as well as with dominant culture, the pervasive exclusion of other queer-identified individuals, and further domination by the same kinds of privileged people. This paper advocates that a rethinking and reexamining of this movement is essential for teachers and their particular approach to educating students about equal rights in the classroom
The Dividing Glass: A Conversation on Bodies, Politics, Teaching & Loss
No full textIn Teaching by numbers, Peter Taubman (2009) laments “the screaming absence in education of any attention to the inner life of teachers” (p.3). Framed around a conversation between two former high school teachers at a ‘high-need’ urban school, this multimodal piece seeks to address this void. Centering on one teacher’s personal-political project—an online collection of abortion stories—and another’s reeling sense of loss after abandoning the profession, the dialogue highlights how the everyday stories we live in multicultural classrooms, rather than glorified sites of pluralism, are confoundingly complex—particularly in the embodied intersections between raced, classed and gendered subjects. Gesturing towards William Pinar’s (2004) call for ‘complicated conversations’ in education and risking the autobiographical processes of currere, the paper explores the intersections of political, aesthetic and affective domains in teaching and the way our projects—both personal and political—haunt and animate, cripple and enable our lives as students, teachers and researchers
More than Precious Knowledge: A Critical Review of Precious Knowledge
No full textPrecious Knowledge (2011; dir. Ari Palos) is an award winning documentary that follows the debate over the ethnic studies curriculum (ETHS) in the Tucson Unified School District (TUSD), including the political climate that surrounded the passage of House Bill 2281--the bill that dismantled the program. The film connects the struggle over ETHS with a history of racism and xenophobia in the state of Arizona. It highlights the capacities of ETHS/MAS teachers and curricula to transform the academic and personal lives of traditionally marginalized students. Despite its emotional intentions and rhetorical strategies, the film leaves itself open to questions regarding how ETHS/MAS and its supporters can analyze racism, anti-immigrant policies and practices from a critical race and feminist framework, a framework that explores the relationship among the state, race and gender. It also leaves unanswered, questions regarding how to support ETHS programs while encouraging an abolitionist critique of the state and its institutions
Destablizing Curriculum History: A Genealogy of Critical Thinking
No full textThrough a case study of one higher-education institute, two historical moments are narrated through genealogy in order to expose the contentious historical roots of the discourse of critical thinking. Two moments in time when critical thinking curriculum surfaced within institutional discourse are located in order to addresses the material impacts of this discourse within institutional change. I excavate a particular, tenuous history of critical thinking, showing its use in navigating seemingly incompatible relationships between disciplinary-bound knowledge, student service, and academic legitimacy. This paper provides an illustration of how genealogy can be used to reconceptualize curriculum history and theory, not simply in accounting for curriculum over time, but in destabilizing the taken-for-grantedness of its overarching concepts. Thus, rather than contending with what critical thinking may be, this genealogy addresses the how of critical thinking, through excavating its when
Lifting as We Climb: A Black Woman’s Reflections on Teaching and Learning at One Southern HBCU
No full textThis is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe