Journal of Curriculum Theorizing
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Whispers in the Halls: Exploring the Mother/Teacher in Madeleine Grumet's Bitter Milk: Women and Teaching
No full textThis feminist reading of Madeleine Grumet's Bitter Milk: Women and Teaching will bring the reader through an analysis and critique of the text and focus on the text's relevancy for feminist and curriculum theories twenty years after its publication. The analysis will work through Grumet's focus on the processes of (re)production and its affects on curriculum. By looking at how women's epistemologies can be understood as relational to others and children, Grumet offers a new idea of knowledge and how it can affect public education reform.
The Thickness of the World: Exploring the Curriculum of Museums through Phenomenological Touch
No full textMuseums are places where material culture and specimens from nature provide opportunities to help visitors understand the lifeworld-sometimes of the ordinary, sometimes extraordinary, but always within the context of relationships to people, places and time. The encounter with museum objects provides the visitor with the range of possible human experiences, a personal sense of the life of another as it was lived, or simply provides access to the vital and fundamental aspects of being human-a phenomenological museum curriculum. Yet, despite the prospect of being a multi-sensory milieu, museums offer a peculiar provocation to the senses: don't touch. By framing the considerations of the need for touch within the museum, our intent is to explore the ideas of materiality, haptic touch, and the person-object transaction and its place within the museum curriculum. We apply these concepts to the idea of phenomenological touch in the museum setting as a new orientation for meaningful person-object transactions
Teachers, Learning and Generative Silence
No full textAuthentic listening understands the importance of contexts, relationships, and silence. The purpose of this essay is to explore speaking silences and silent silences and to frame these understandings in terms of classroom pedagogy. Speaking silences are meaningful and generative. They create space for listening to others and should themselves be listened to, as testified to within various traditions of spirituality. Silent silences, however, suggest withdrawing or withholding. These might be chosen or unchosen expressions of dominance or resistance, depending on the situation. Acknowledging both risks and rewards, teachers are called to cultivate silence in their personal and professional lives and spaces
And What Will You Do With It?
No full textIt is the editorial introduction to the section of Cultural Studies
Running With and Like my Dog: An Animate Curriculum for Living Life Beyond the Track
No full textMore than a playful inquiry, questioning what is it like to run 'with' and 'like' a dog provides a philosophical and tangible point of entry for re-exploring notions of a 'lived', or rather, a 'living' curriculum. Dogs have extreme perception, yet due to traditional hierarchical distinctions, human-animal intertwinings of consciousness are rarely explored laterally or with reversibility. Drawing upon Merleau-Ponty's common element of 'flesh' and Deleuze's notion of molecular becomings, this inquiry delves into life beyond the rigidity of our culturally constructed, forward-facing comportment. So often we humans run through life with self-imposed blinders. We run with a view fixed on the horizon, a gaze that is not open to the possibilities of the path we have the potential to not only follow, but to create. Dogs, by contrast, experience the world phenomenologically as they perceive it for what it really is: a slew of sentient wonder. As we approach what it might be like to be more like our dogs in the way we run through and shape our course in life, an animate curriculum for running off and beyond the linearity of a self-imposed track, tenure, athletic or otherwise, awaits
Student Change Agents as Citizens in Contemporary Universities: Achieving the Potential of Engagement
No full textThis article presents an analysis of student change agents' roles in two university contexts, one in New Zealand and one in the southern United States. Through interviews with 55 administrators and students, we focus on how students crafted their roles as citizens of their universities and larger communities, and how institutional processes both supported and stymied their development as civic actors. Our analysis suggests that shifting discourses about students' relationships with their institutions are changing students' abilities to fulfill their civic potential as full members of their institutions. We urge that administrators, faculty members, and students recognize how discursive shifts related to postsecondary education affect student engagement, and that they work together to develop multiple and clear paths for students to engage in civic action and development
Conceptualizing Complexities of Curriculum: Developing a Lexicon for Ecojustice and the Transdisciplinarity of Bodies
No full textIn this paper, we consider how the theoretical framework and hermeneutic lens known as complexity science might inform a view of ecojustice. Specifically, we examine certain underlying principles of complexity science as organizational invariances that arise within and without all relationally-embedded organizational bodies"”physiological, biological, psychological, social, cultural, political, and ecological. To this end, we consider important principles and notions like diversity and variability, redundancy, self-organization and emergence, relationships and connections, distributed leadership and governance, and organizational health and learning. By way of examples, we draw from our own experiences as educators and citizens of the world to show how an attention to many different scales is required to articulate an ecojustice pedagogy. To help us, we turn our attention to Nature for guidance in the way that life self-organizes and for a new set of images and metaphors to frame and describe ecojustice. In doing so, we show that while the substance of organizations may be different, beneath each deeply entangled and embedded organization is a set of underlying principles that prompt and give shape to healthy, sustainable, democratic organizations
Bringing Curriculum Down to Earth: The Terroir That We Are
No full textIn this essay, the authors outline theoretical and practical considerations that arise out of their autobiographical curricular research into place, identity, and food. Regarding the quintessential curricular questions, What is worth knowing? and How do we come to know?, they posit that an attention to how we eat and use the world (Berry, 1990) is a curricular endeavor. As such, they understand their work here as an acknowledgement of embodied or somatic and visceral, sensual knowing, a celebration of and attunement to the everyday experiences in human lives. The notion of terroir is explored as one possible approach to "bringing curriculum down to earth" and to dwell in the humus (Aoki, 1991/2005) we share with other living things. Along with a series of six vignettes that illustrate how food and place have influenced their identities and vice versa, the authors offer the reader, by way of sidebars, some of the strategies that have transformed their praxis when working towards an educational philosophy and curriculum that honours terroir not only as a theoretical or conceptual idea/ideal but also as a viable and sensual embodied practice. In this format, the essay mixes abstract theoretical discussion with examples of concrete praxis. The authors suggest that this mixing is an important and necessary curricular endeavour fo
What's a Hip Hop Feminist Doing in Teacher Education? A Journey Back to Curriculum Theory in Three Acts
No full textThe purpose of this paper is to present a critical, self-reflexive analysis of my own experiences and situatedness as a black woman teacher educator working in the South whose pedagogy and scholarship cross various intellectual traditions including black feminism, hip hop feminism, and curriculum theory.