Journal of Curriculum Theorizing
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From the Shadows of History: Archives, Educational Research, and Imaginative Possibilities
No full text"All power to the imagination!" This popular anarchist phrase pushes us to re-examine radical politics through the imagination and its potential role for curriculum studies and educational theory. The imagination serves an important role in creating alternative realities, forcing us to step outside current epistemological boundaries. Archival research may be able to capture how the imagination has arisen historically. Specifically, the author engages "Project Y", an autonomous, artistic, scholarly, imaginative, and spontaneous space for youth during HemisFair'68, the Worlds' Fair held in San Antonio, Texas in 1968. A utopian space was envisioned that gave young people an opportunity to produce artistic work that celebrated originality, inclusion, and self-determination. Project Y forces curriculum theorists and educational scholars to engage archival research, exploring past events that may help us understand contemporary social problems. Through our collective imaginations, scholars can explore possibilities that may not be available under current social, political, environmental and economic realities
Using the Senses in Reflective Practice: Preparing School Leaders for Non-text-based Understandings
No full textThis article seeks to push at current conceptual boundaries within the field of educational leadership in understanding the relationships between preparing candidates to lead for social justice through the senses"”ways in which school leaders perceive their lived experiences and relation to others. Four case examples are presented. Findings suggest school leaders deepen their understanding, ways of knowing and responses towards children and families who live on the margins by engaging in sense-making reflective practices. The article concludes with understanding the implications of this reflective practice in preparing school leaders to address issues of justice in US public school
Using Alain Badiou's Ethic of Truths to Support an 'Eventful' Social Justice Teacher Education Program
No full textIn this paper, the authors articulate a social justice purpose for an undergraduate teacher education program at a major Canadian university that they hope will inform more general discussions about social justice and teaching. The thesis they explore is the necessity for social justice teaching to utilize the acquisition of subject matter as a means to examine the ways in which our individual "nexus of privilege and ignorance reflect broader struggles over purposes and identities around which social practices such as education coalesce. After developing this thesis in relation to relevant literature, they turn to Henderson and Gornik's (2007) paradigmatic interpretation of "curriculum wisdom" and Badiou's (2000, 2001, 2003) ethical subjectivity of "truth-processes" to explore what the organization of curriculum in support of social justice might look like
Notes on Notes: Literacy in the Margins
No full textThis paper is an expose of the work of Vancouver based photographer Kyla Mallett's series entitled "Marginalia." Through an analysis of the photographs of notes readers have made in the margins of library books, I suggest that marginalia tell us something about literacy's often hidden processes. I argue, that these notes left behind by unknown readers may also tell us something about the self-fashioning of literate subjects
Thinking/Teaching in Multiple Tongues: The Interdisciplinary Imagination
No full text In this interpretive paper I reflect upon my experience of working on a pedagogical initiative several years back to cultivate in secondary fine art students predispositions and attunements in the teaching of "second teachables." Beginning with the concept of fear I outline my and my students' pursuit to interpret and understand more deeply the strict and bounded nature of disciplinary subject areas and the imaginative and creative potential of interdisciplianarity. Captured by an incidental but evocative reference to multiple tongues, I describe the unanticipated places we found ourselves as we followed the historical, cultural and contemporary sense-making around multiple tongues. I consider what this might mean for our work in teacher education and our continued striving to have us think differently about curriculum and its always malleable borders
At the Intersections of the Embodiment and Emergence for a Mathematics Teacher Educator
No full textIn this inquiry, I offer an autobiographical glimpse of my growth as a mathematics teacher educator. Being in the world with mathematics is the term I use to describe my own intersections within the discipline. Listening, collaborating, reflecting, and struggling are the intersections I have identified which allow me to describe my shift in re-imagining mathematics teaching and learning. Implications of this inquiry offer a way to open up spaces and create new spaces and new ways of thinking about mathematics instruction
Minutes of the Escape Committee: Education and Memoir
No full textIn the 1980s, Thatcher dismantled public education in England, causing many teachers to flee the profession, including the author. This paper recounts represents her queer journey back into education and her current efforts to reposition learning in the context of the work of Britzman, Grumet, Lasch, and Pinar. In particular, it examines the importance of writing processes as they are used collectively by a community art group, Quirk-e (the queer imaging & riting kollective for elders), under her direction
Incidents in the Life of Kirsten T. Edwards: A Personal Examination of the Academic In-between Space
No full textThis paper investigates what happens when individuals do not fit into the ideological boxes established in a (post)colonial system, when they occupy a space of Academic "in-betweeness." The author asks, "How do these 'colonial contradictions' navigate this formerly colonized space we call the Academy?" Through conversations with three "Academic In-betweeners" as well as excerpts from the author's personal journal entries, this paper attempts to explore the following questions, "What do we do when our race or gender or personal values and beliefs do not coincide with the original design, with the underlining/historic values of the institution (Anderson, 1988; Solomon, 1985; Thelin, 2004)?" and "What do our navigational practices and understandings tell us about U.S. Higher Education?
While Doing the Successful Researcher Experimental Writing on Academic Lives in Neo-Liberal Surroundings
No full textInfluenced by feminist research, this article explores the dilemmas of the researcher as a practitioner in the context of a growing managerialism in a Danish university through experimental writing