Journal of Curriculum Theorizing
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An Experiment in ‘Radical’ Pedagogy and Study: On the Subtle Infiltrations of ‘Normal’ Education
No full textThrough a militant co-research project with a class in an anarchistic free school, we explore how dispositions from so-called ‘normal’ education infiltrate activities of aspirationally ‘radical’ pedagogy. Grappling with these tensions as a kind of ‘playful work,’ we focus on four themes: the geo- and body-political situatedness of knowledge, space-time, a/effective relationships, and pedagogy and study. Across these themes, we take up and trouble assumptions of modernity/coloniality, as sources of obstacles we experienced in our class and, more broadly, in projects of movement-embedded study. Subscribing to these assumptions both happens through and serves to legitimate the institutions of education, or the processes of making people ‘ready’ for adulthood, work, and governance. As a counter-force, we offer tactics for de-linking from these imaginal trajectories and composing pedagogies of decolonial, communal futures
Curriculum, Replacement, and Settler Futurity
No full textThis paper describes the ways in which “curriculum” has been and continues to be a project of settler colonialism, premised on white settler supremacy. We examine a number of ways in which this has manifested and how various attempts at interrupting this not only get sidelined, but reappropriated in ways that re-inscribe settler colonialism and settler futurity through strategies of replacement. We use the character of Natty Bumppo from James Fenimore Cooper's Leatherstocking Tales as an allegory for the ways in which white settlers seeks to absorb indigenous peoples, people of color and their knowledges, only to turn themselves into the “native.” While various interventions have tried to dislodge the aims of replacement, the settler colonial curricular project of replacement is relentless in its recuperation and absorption of those critiques, effectively replacing those who offered the critiques with (now) more informed white bodies
Nappy Roots, Split Ends, New Growth, and No Lye: The Experience of a Black Woman Educator In-Between Contested Race, Gender, Class, Culture, and Place 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
“Existing and existing in your face”: Hiram Ruiz and the Pedagogy of Gay Liberation Front in Tallahassee, Florida, 1970-71
No full text“‘Existing and existing in your face’: Hiram Ruiz and the Pedagogy of Gay Liberation Front in Tallahassee, FL, 1970-71” profiles one important but overlooked historical figure in the history of higher education. Hiram Ruiz, an out gay student at Florida State University in the late 1960s and early 1970s, went against the norms of his time and place to create a safe space for other gay people in a conservative Deep South town. The first Gay Liberation Front chapter in the South, the FSU GLF “swung closet doors wide open” and they never closed again. Ruiz’s story carries many important implications for historians of education, queer historians, and education scholars. He worked in an intersectional space – bringing together anti-war, feminist, and anti-racism groups – to push the FSU campus out of its collective comfort zone. His group also formed connections with a fledgling group at the University of Florida, where students faced similar challenges but nonetheless fought for the liberation of all people. His story shows how these alliances can work, and where they can falter, in ways that are instructive to people forty years later who are interested in this work. His story also demonstrates the importance of looking for exceptional stories in unlikely places in studying the history of higher education, as his work is a permanent part of FSU’s (and UF’s) history. It has implications for queer pedagogy and politics in contemporary education settings
Moving Beyond Slogans: Possibilities for a More Connected and Humanizing “Counter-recruitment” Pedagogy in Highly Militarized Urban Schools
No full textUrban high schools have become increasingly militarized spaces, particularly after the passage of the No Child Left Behind Act and the unprecedented recruitment campaign of the military post 9/11. As a response, anti-war activists and community organizations have launched “counter-recruitment” campaigns to educate students and communities of the realities of military service and “recruit” students away from the military. While these efforts have provided a much-needed response to the increased militarization of schools, they have not always employed liberatory means. This paper offers a critical analysis of certain counter-recruitment actions that employ what Freire (1970/1993) calls the “banking” approach, through the reflective narratives of the authors. The paper also proposes critical consciousness-raising through the example of a digital-storytelling project in a high school classroom, where students were able to tell their stories, gain academic skills and engage critically with topics such as poverty, violence, war and militarism
“It’s a Combination of the Bible and What’s in Your Heart”: Unresolvable Tensions and Contested Narratives in a Southern Child Care Center
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
Introduction
No full textThis is an article for JCT Special Issue –Narrative of Curriculum inthe South: Lives In-Between Contested Race, Gender, Class, and Powe
Auto/Ethno/Graphic Bricolage as Embodied Inter/Culturalism: Dis/Locating Stories of Becoming in Encounters With the Other
No full textThis provocation emerges from my experience of a recent flight home from the Middle East. As our plane soars over the Persian Gulf and Iraq I stare out the window at the human and physical landscapes below. A flood of memories of lived experiences in Iran and other countries in this region soon overwhelms me – a disturbing tangle of personal stories and public histories that call into question my teaching and academic work. Dwelling in the tension-filled spaces between the writing woman and the written woman, I juxtapose texts, images, and academic theory to trouble the preponderance of binary language circulating in the mass media that closes down possibilities for inter/cultural relations both locally and globally. This auto/ethno/graphic bricolage draws upon post-reconceptualist theorizing to engage the im/possibilities of an embodied inter/culturalism as curriculum of hope, toward expanding the multicultural imagination
Do We Want Something New Or Just Repetition of 1492?: Engaging with the “Next” Moment in Curriculum Studies
No full textThis paper unpacks an unsettling encounter the author has (as doctoral student) with curriculum studies and its colonial, heteropatriarchical and white supremacist logics. In trying to settle, the unsettling encounter, the paper attempts to examine key questions in curriculum studies, ‘what is worthwhile knowing, what knowledge is of most worth’ and what work does curriculum studies do? This paper seeks to think through, within and against these questions in relation to the curriculum studies canon project proposed by the American Association for the Advancement of Curriculum Studies. The article is an invitation that calls scholars to think about forging new pathways towards the ‘next moment’ in curriculum studies through decolonization, solidarity and rupturing the descriptive statement of the human in looking towards the future of the field. Though this piece may be read as provocation, if curriculum scholars truly want to (re)conceptualize something “new”, a shift needs to take place