Journal of Curriculum Theorizing
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Tipping Points: Marginality, Misogyny and Videogames
No full textIn this paper, we detail the conditions of precarity that women face as marginal subjects in the video games industry and as sexualized objects in its creative and cultural projects. We do so through the documentation of recent examples of violent, vitriolic, and hate-filled speech that has been targeted at women who have either spoken out from those margins, or who have been made the object of ridicule from with within the industry’s ranks. These examples demonstrate a form of extreme gender norm reinforcement that has been challenged through feminist activist work in a number of locales in North America. We also recount two activist projects in Canada that reveal how women remain precarious subjects even as they work to overcome their entrenched conditions of precarity through activist, women’s only groups, concluding with an accounting of a governing social and political order that ontologically re-inscribes women and their potential, actual creative capital and labour as peripheral
Learning in Social Action: Students of Color and the Québec Student Movement
No full textIt is clear that neoliberal policies, along with austerity measures, serve to reinforce and further the oppression of marginalized groups such as poor and working class, Indigenous, racialized, migrant, LGBTQ, and women. Racialized people, especially racialized women, systematically earn less income that their non-racialized counterparts, end up in more precarious employment, are 2 to 4 times more likely to live in poverty, encounter structural discrimination within the labour market and take longer to pay off student debt. Consequently, tuition hikes disproportionately impact racialized communities, systematically excluding even more racialized people from university education. Through their participation in the 2012 Québec student strike, members of Students of Colour Montreal asserted that broader issues of systemic inequality are considered and that links be made between the predominantly White student movement and ongoing struggles for Indigenous, racial and migrant justice
Shadows and light: Pursuing gender justice through students’ photovoice projects of the washroom space
No full textThis paper derives from a larger study examining the gendered striations embedded in school washrooms but focuses on two photovoice projects that explore the implications for student understanding and subjectivation. Thematically linked through elements of lightness and darkness, I examine these photographs through the theoretical frameworks of the closet (Brown, 2000), the heterotopia (Foucault & Miskowiec, 1986), as well as Foucault’s (1975) disciplinary space which position them as material precursors to the issues of exposure and vulnerability for all gendered bodies in the space of the public school sex-segregated washroom. As a queer methodology, or pedagogy, photovoice values student knowledge and pursues a social justice agenda
Resistance, Creativity, and Innovation in the 21st Century: Transforming Curriculum for Educational Equity
No full textResistance, Creativity, and Innovation in the 21st Century: Transforming Curriculum for Educational Equity According to policy research, building upon 21st century skills of creativity and innovation in navigating the complexity of an ever changing world will keep the US on the cutting edge of global competition. Using autobiographical theory of curriculum, this article looks at the literary works of girls behind bars and how they resist convention, think outside the box, and envision innovative curricula for educational equity. Participants in the study are girls behind bars aged 15-19 years, and data consists of their autobiographical poems. Findings indicate girls behind bars respond creatively with new ideas and skills to address social and academic marginalization that demand rethinking of how we as educators, curriculum developers, and policy makers understand, organize and implement school and curriculum knowledge and practices
Curriculum for Disobedience: Raising Children to Transform Adults
No full textThe Kinderladen movement in 1970s West Germany, a critical forerunner of present-day alternative and free schools in Germany, began as an effort to raise children to be disobedient in all senses. Members of cooperative “pedagogy groups” hoped to make social change by changing themselves as parents and educators. This photo essay challenges received histories of early childhood education and the origins of many practices later justified in cognitive psychological and developmental terms, reclaiming the political and psychoanalytic sources of such practices; it also critiques the activists’ conception of authority and disobedience. We question curriculum histories that offer linear narratives leading up to the present, attempting rather to think about the variety of alternative futures these experiments offered, raising for renewed consideration current, radical initiatives that are often either dismissed or subsumed under versions of “reformed” education
Am I Enough? A Multi-Race Teacher’s Experience In-Between Contested Race, Gender, Class, and Power
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
Cultivating Citizenship as Feeling: A Conversation with Three Digital Alchemists Jillian Ford, in Conversation with L’Erin Alta-Devki, Moya Bailey, and Alexis Pauline Gumbs
No full textCitizenship education as exists in contemporary U.S. social studies curriculum is irrelevant and exclusionary for many youth. A conceptual model for categorizing the ways in which issues of citizenship are taught and learned distinguishes between citizenship as status, citizenship as practice, and citizenship as feeling. Most official social studies curriculum is heavily comprised of static facts about concepts and processes related to citizenship as status. To the lesser extent that citizenship as practice appears in the curriculum, it is the dimension that is most inequitable in terms of students’ exposure to ideas, experiences, and opportunities to develop agency. The variation in quality depends largely on students’ race and class. Citizenship as feeling emerges in the official and unofficial curriculum, but it is most often regarded solely as patriotism for the United States of America. The absence of intention to help students think about citizenship as feeling in complex ways is a barrier that impedes holistic civic development. This paper is an attempt to highlight out-of-school initiatives that help people fill in the gaps from – or, in many cases, unlearn – what they learned in their k-12 schooling experience about civic identity. These are excerpts from a series of conversations with three Black queer feminist digital alchemists, each of who engage in cultivating citizenship as feeling in out-of-school contexts
Strategic Compliance: Silence, "Faking it," and Confession in Teacher Reflection
No full textIn this article, the author considers how teacher reflection as it is represented and enacted programmatically in curriculum, professional organizations, and research has often led to teachers' strategic compliance to externally imposed notions of teacher reflection. Conceptualizing strategic compliance as an effect of pastoral power working through disciplinary technologies to regulate and normalize teacher reflection, the author examines three features of teachers' strategic compliance documented in the reflection literature identified as silence, "faking it," and confession. This examination of three features of strategic compliance as effects of pastoral power's disciplinary technologies questions the production of teacher reflection practices that undermine the critical and transformative purposes for which reflection is endorsed. This offers possibilities for more nuanced reconsideration of how reflection is conceptualized as a site for assessment rather than a process of exploration and sustained interrogation of the meaning and reality of reflection as a collective and shared experience among educators.
Curriculum Studies, Cultural Studies and the Infinite Potential of Creativity and the Imagination
No full textThis is the introduction to the section