Journal of Curriculum Theorizing
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Ideological Representations in Chinese Mathematics Textbooks during the Cultural Revolution Decade: A Relational Analysis of Selected Textbooks from 1966"“1976
No full textThe Great Proletarian Cultural Revolution (GPCR) was a violent mass movement that took place in China from1966 to 1976. Four different versions of Chinese mathematics textbooks extensively used during the GPCR were analyzed. These books were analyzed for ideological representations using Grounded Theory (Strauss & Corbin, 2008) and relational analysis (Apple, 2004). The results showed that the ideological content was presented through pictorial, verbal, and numerical representations. Throughout all the ideological content, the cult personality of Chairman Mao and the struggles between the working and the exploiting classes were the two strongest themes. Students who were afforded opportunities to receive an education in Chinese schools during this period were possibly impacted by this political movement because their mathematics textbooks contained numerous citing of political or ideological related content
Engaging the Faces of 'Resistance' and Social Change from Decolonizing Perspectives: Toward Transforming Neoliberal Higher Education
No full text'Resistance' is an under theorized concept in education, particularly in the study of higher education. While the term is pervasive in educational discourse, what 'resistance' means and evokes remain cloudy. Resistance also continues to be an under theorized concept in post-/anti-colonial discourses within the field of education. In this essay review, I examine two recently published books with the objective of addressing gaps in the literature in terms of questions of resistance, education, and social change in higher education. I also analyze these two books to answer the following questions: What makes anticolonialism different from postcolonialism? How does the question of indigeneity fit into postcolonial theorizing? What does resistance look like from these two perspectives? Based on my review, I argue that we need intricate and context specific understandings of resistance, which bridge the discursive and material relations of power. I conclude by examining how the essays in these books theoretically enrich the question of resistance and social change in neoliberal higher education
What is in a Voice? A Pedagogy of Voice for Museums
No full textThis paper argues that a pedagogy of voice can allow students and teachers to critically engage with museum texts. To discuss voice in museum texts this paper will look at literature that examines representation in narratives of Canadian history. It will draw on two specific museum exhibitions to consider the ways certain voices are represented through the interplay of written and visual texts, how identities are defined and performed, and where the limits of acceptable speech are drawn. As an element of critical literacy, a pedagogy of voice can be used by educators in their professional practice and applied not only to museums but also to a wider range of educational texts that students encounter
Sounds as Educational Systems: Towards an Integrated Understanding of Embodied Sonic Meanings
No full textThrough a combination of text and sound files, this piece seeks to demonstrate that sounds form educational systems. It begins with a discussion of how a focus on music and speech instead of sound and an accompanying understanding of sound-as-text has limited curricular conceptualizations of educational contexts. After contrasting how sound has been used in the field of curriculum studies with understandings of sound meanings from the emerging field of sound studies, the author then utilizes field recordings of urban fifth graders in two disparate contexts to illustrate both the theoretical points raised regarding the ways in which sounds form educational systems and what can be gained by the inclusion of such embodied meanings. Implications for an understanding of sounds as educational systems include an increased awareness of all sounds as educational and the possibility of a reformulation of meanings and metaphors central to the field
How Can White Pre-Service Teachers Experience the Power of Literacy?
No full textThis study is concerned with the oppressive power of literacy. While most of the critical literacy literature focuses on how to empower the marginalized against oppression, inadequate attention is paid to whether the dominant are aware of the oppressive power they possess. It is argued that unless the dominant are cognizant of what they have against the marginalized, empowerment is difficult to be realized in literacy education. Hence, the focus of this study is to explore how teacher educators can design a curriculum that helps predominantly White pre-service teachers experience, and reflect critically on, the oppressive power of literacy. It is hoped that through this experience they can rethink the role they play in literacy education
From the Streets of Peshawar to the Cover of Maclean's Magazine: Reading Images of Muslim Women as Currere to Interrupt Gendered Islamophobia
No full textThe mass media acts as a powerful informal curriculum on otherness, with Muslims currently in the starring role. This auto/ethno/graphic bricolage juxtaposes theory, personal narrative and photographs, and readings of media images by young Muslim females, to provoke thought on how visual media discourses constitute our subjectivities. Drawing from postcolonial feminist theory, cultural studies, and post-conceptualist curriculum theory, links are made between photographs of covered Muslim women in Iran and Pakistan and images appearing in the print media, to deconstruct the self and broader cultural and political discourses. How are we all being educated and positioned by what we see and hear in the media, and what might be the local and global effects in the post 9/11 context?
Mapping Territories and Creating Nomadic Pathways with Multiple Literacies Theory
No full textThis article foregrounds Multiple Literacies Theory (MLT) positioned from a deleuzianguattarian perspective. It is a literacy paradigm different from prevailing territories such as New Literacy Studies and Multiliteracies. MLT deterrritorializes familiar literacy theorizing and is a complementary theoretical experiment to those conducted by curriculum theorists working with poststructuralist perspectives and complexity theory. It accompanies a deleuzianguattarian philosophy as a nonphilosophy for thinking about problems that present themselves in the world. In this case, we deploy MLT to create nomadic pathways as we consider vignettes from a research study on a child acquiring multiple writing systems simultaneously. The vignettes illustrate what literacies produce and how they function through the lens of MLT. MLT proposes that from the effect of investment in reading, reading the world, and self, a reader is formed and transformed in a process of becoming Other.
The Memoryscape in Buenos Aires: Representation, Memory, and Pedagogy
No full textThis paper will analyze how two different memorial spaces linked to the last dictatorship (1976-1983) in the city of Buenos Aires work as pedagogical sites. As I delve into the Museo de la Memoria [Museum of Memory] and the neighboring Parque de la Memoria [Parque de la Memoria], I will pursue the question about how they tie particular pedagogical assumptions embedded in them related to different understandings of political, pedagogical and aesthetic representation to the construction of contemporary democracy. As these sites deal with the memory of a traumatic past they open up question about the limits of contemporary views on the education of the subject.
Green Pedagogy in a Culture of Decay: A Post-Ecological Vision
No full textIn this essay I theorize a green pedagogy fit to critically engage the greening of culture and education. Using Batchelor's (2000) idea that color can be both dangerous and trivial, I propose that as the darker end of the green movement represents a radical and potentially dangerous threat to existing structures, green is discursively trivialized in general education. Green pedagogy combines complex nostalgia with the cultural and ecological perspective of the Romantics to critique denatured ecologies in the social sciences and dominant discourses in green education. In the end, John Elder's (1996) notion of "culture as decay" is used to re-theorize the role of the green teacher as a fruiting body of dissent, a teacher who combines an attentiveness to nature with a critical edge, cultural eye, and rhetorical playfulness. This teacher roots her pedagogy in soil, where nature and culture participate in a process of regenerative decay.
Utilizing an Aesthetics of Destabilization to Read the Public Pedagogy in Young People's Community-based Social Justice Artworks
No full textThis paper uses a "threeing" structure (Thompson, 2002) to reflect on the author's encounters with artworks created by marginalized, minoritized young people that destabilize current social dominance paradigms. As a performative, critical, creative structure, "threeing" asks an actor (teachers and students, artists and audiences) to consider their personal relationships to the causes and effects of the social dilemma posed in the artwork and reencounter those artworks through the layers of subsequent texts and multiple perspectives with which these encounters intersect. Yet, it is the aesthetics within the artworks themselves that, in part, educate a desire (Thompson, 1977) for audiences to become active, to be destabilized from contentment, complacency, or certainty into investigation