Journal of Curriculum Theorizing
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Reimagining Civil Rights and School Desegregation in the South after 50 years of the Civil Rights Movement Through Historical Narrative of Holly Spring in Mississippi
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
Performing Decolonization: Lessons Learned from Indigenous Youth, Teachers and Leaders’ Engagement with Critical Indigenous Pedagogy
No full textThis article presents a “cross dialogue” that examines how Indigenous participants in two separate Critical Indigenous Qualitative Research (CIQR) studies responded to the decolonization process and notions of developing a critical Indigenous consciousness. The first CIQR study engaged Hopi/Tewa educators and educational leaders in the process of praxis and dialogue around their decisions regarding the curriculum and pedagogy selected for Hopi/Tewa students (Garcia, 2011). The second CIQR study engaged Diné youth (ages 11-14) in an examination of their identities/subjectivities (Shirley, 2011). With a strong purpose of bringing about empowerment, social change, justice and transformation within, for and by Indigenous communities, each of the studies are framed within critical Indigenous pedagogy (CIP). CIP is grounded in a theoretical framework and pedagogical methods that resist colonization and oppression in the educational context, privilege Indigenous knowledge systems and promote Indigenous sovereignty
Afterthought
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
Life in the Undercommons: Sustaining Justice-work Post Disillusionment
No full textThis paper explores the tensions, challenges, and possibilities for engaging in justice work from within and beyond the university. Through personal and shared narratives, Mary Hermes, associate professor, and her students Chelda Smith and Erin Dyke discuss their motivations for becoming academics while also justice workers, and some of the ways these two roles scrape up against each other in the university and our communities and struggles within and beyond it. We frame our narratives, the products of a series of group discussions, around a few salient and overlapping themes: legitimizing modes of knowledge production, the dichotomization of the ‘university’ and ‘community,’ and the tensions involved in moving between and merging scholarship and activism. We conclude by considering our places in the undercommons of the university, and its potential for helping us collectively grapple with these tensions
The Beauty of Transformation: Becoming a Cultural Organizer
No full textArtistic and cultural practices have long been central to movements for social change. In this article, Paul Kuttner explores this intersection of arts and organizing through a biographical portrait of Mariama White-Hammond, Executive Director of the Boston-based youth organizing group Project HIP-HOP. Tracing Mariama’s development in the realms of artistic practice and social justice, the article focuses on both synergy and tension between the two trajectories. The resulting portrait highlights the important role of cultural context in shaping the relationship between organizing and the arts, and uncovers the multiple influences that lead an individual to engage in this kind of work
A Critical Pedagogy of Place
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
Dancing a Curriculum of Hope: Cultivating passion as an embodied inquiry
No full textThis poetic essay explores embodied knowing within the academy and its relationship between a vibrant place of scholarship and connection to cultivating passion within ways of living and articulating knowledge. The practice of dance is a container for the depths to be drawn out, and poetic inquiry and embodied forms of inquiry are integrated as a place of discovery. The author proposes the presence of the body could be a site for hope, where cultural and ideological differences, break down and invite students into a pedagogy, which honors body, mind, spirit. She asks, what can the body teach us in rediscovering a curriculum of hope? The limitations and wonder of being human can transcend past cultural constraints to find a place where dance can be a place of play and discovery. Could hope reside in the belly? Or could unfiltered joy or lament be in the tissues or skin
Nuevas voces en el Nuevo Sur: Latino/a Immigrant Youth in Georgia
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
History as Death and Living Ghosts: The Mislaid Memories of Saint Katherine Drexel
No full textThis essay challenges how modernist conceptions of traditional historical research methods have restricted Saint Katharine Drexel’s narrative from interrogation and dialogue about how religion, race, gender, region, and class can intersect to create educational opportunity. Using microhistorical analysis, this research reconsiders definitions of identity, religion, and place in the South and specifically New Orleans in the early twentieth century. By deeply exploring Drexel’s experiences in the founding of Xavier University in New Orleans through a micro lens, the author welcomes the presence of living ghosts who can provide valuable information about how to persevere through social, racial, and economic unrest to work for social justice.
Gabriel Harvery’s 16th Century Theory of Curriculum
No full textCurriculum is typically understood to be a 20th century construct organized around the modern content disciplines. Gabriel Harvey’s 16th century oration on rhetoric disrupts this understanding by demonstrating that the practice of thinking about and developing the course of study that students engage is a much older phenomenon. Harvey further presents a way of thinking about curriculum outside of the content disciplines by organizing the teaching and study of rhetoric around the ancient three-fold tool of education, Nature, Art, and Exercise. While these concepts do not appear explicitly in modern curriculum studies, they continue to underlie our current ideas about education and recur in the works of John Dewey, Alfred North Whitehead, and William E. Doll.