Journal of Curriculum Theorizing
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Curriculum and International Democracy: A Vital Source of Synergy and Change
No full textInternational democratic education (IDE) promotes principles of self-determination, a commitment to social justice for all people, and the engagement of cross-border dialogue grounded in local meanings with global implications. However, educators and students who wish to promote IDE are challenged by their perceptions of their personal and national narratives. The central question of this paper stems from these challenges: How do students and educators begin to imagine new possibilities for international democratic education when they go beyond the form that they know and have lived? The paper uses a kaleidoscope as a metaphor for a narrative and transformative curriculum and presents examples of the curricular concepts of currere and duoethnography. The paper further offers thoughts about how curriculum, both theoretical and lived, can play an exceptionally important role in the field of international democratic education
The Poet's Corpus in Love: Passionate Pedagogy
No full textThis article explores the significance of and relationship among eros, love, self, and other, in educational settings and learning relationships through a series of letters between the two authors. The epistolary format is intended to demonstrate the simplicity of learning in open relationships as well as the complicated nature of the topic. The authors suggest that when the inloveness of educational eros is acknowledged in the dialogic space between teacher and learner, transformational knowing possibilities are greatly enhanced. The authors discuss learning as relatedness, learning as eros, and learning as love. They suggest that the complexity of love needs to be acknowledged and narrated with a creative and pedagogical commitment in learning spaces
Mobilizing Knowledge Through Partnerships
No full textIn this paper we employ Foucault's (1991) ideas about governmentality to examine recent Social Sciences and Humanities Research Council (SSHRC) policies that promote research partnerships. In a analysis of documents we identify certain policy problems from which partnership rationalities emerge. We then draw on current literature on educational and research partnerships and on the experiences of one large SSHRC project to look closely at the policy technologies introduced in these new arrangements for research and to reveal some of the effects of this reform. We suggest that the concept of partnership, when applied through its various technologies and processes, is a complicated and contentious form of knowledge production that warrants continued examination and discussion
The World Traveling Self: Play as Context and Tool of Critical Literacy
No full textIn this article, Nelsen responds to the decreased opportunities for play and playful education within contemporary schools. While justified by the need to bolster the academic performance of our most marginalized of students, anti-playful schooling may exacerbate the very "achievement gaps" that the accountability movement seeks to close. This is especially true within the highly-valued and crucially important area of literacy. The article argues that rather than being frivolous, or extraneous to "serious" academic study (and thus a candidate for censure), it constitutes both a tool for"”and the context of"”critical literacy instruction
Homecomings and Leavings
No full textThough in my dreams I seek home, it turns out that the Desire to return home is actually a Desire to go out and seek that home. And because the nature of Desire is such that it is, by definition, unrealizable, and even unknown, then it must be that Desire sends me out into the world to establish its embodiment and grounds my life. My homecoming dreams are me, and these dreams represent the movement of my life: always a home leaving and yet always a home seeking. Get thee to a land I will show you, my dreams tell me. I go. In the classroom in the world, I create the souls I would take with me. In classrooms, we teachers might learn to lead our students out from home to find their home. We might help them dream of leave takings and homecomings; we might help them recognize and act upon their Desire
(Im)Possibilities of "Undoing" Identity in a Third Space
No full textThe reviewer examines a book that explores second language learning and identity constructions of four Japanese women in Canada. He situates Yoshimoto's work within the current literature in the field of second language learning, identity research, and curriculum studies. The reviewer believes that with the use of "haiku" as well as by developing metaphors, Yoshimoto's work contributes to the qualitative research field and its continuing struggles with the challenges of representation. The reviewer revisits the notions of a third space and challenges the author's understandings and applications of a third space. He encourages readers to consider the (im)possibilities of "undoing" identities in order to expand the notions of identities beyond fixed, predictable, and essentialized modes
Imagining Possibilities: Notes on Janet L. Miller's "Nostalgia for the Future: Imagining Histories of JCT and the Bergamo Conferences"
No full textIn this article, Howard shares some theoretical and autobiographical notes on Janet Miller's article, "Nostalgia for the Future: Imagining Histories of JCT and the Bergamo Conference. He recalls and reflects on his own history with Bergamo in working toward understanding Miller's conception of "nostalgia for the future." He shares some rememberings of that history in this essay to offer some imagined possibilities for Bergamo and JCT. The article concludes with a look toward some current challenges curriculum scholars face in engaging their imaginations
Postcolonial Narratives: Discourse and Epistemological Spaces
No full textBy bringing together critical discourse analysis of personal narratives and postcolonial theory, this work addresses other ways of knowing in the academy and provides different lenses of discourse analysis. Specifically, this paper presents two narratives from international faculty in the U.S. academy. Drawing upon work by Phillion (2002) and He (2002), we use our narratives to enter into a discussion of how we have attempted to successfully negotiate the academy and also attempt to maintain our own postcolonial identities. To this end, we also used the lens of postcolonial theory to analyze our narratives and frame our discussions. We explore the im/possible spaces that our deterritorialized consciousness' inhabit and roam by revealing the epistemological spaces discursively produced within/against the U.S. academy (Fairclough, 1995; Foucault, 1977). Further, we explore how our intellectual neo-nomadism allows us to be simultaneously aware of, yet free from boundaries, whilst remaining conscious of the "ideological aggressivity" (MacCannell, 1994) of knowledge production for the U.S. academy. In conclusion, we suggest that the field might benefit from 'hearing' such narratives, complicated by an added layer of theory, to increase the understanding of the study of discourse and the academy
"Nothing Carries the Root of its Own Being in itself" Hegel and Lacan on the Subject of Desire
No full textWhile disciplining the energies of the young in harmony with the norms and goals of a given community has often been repeated as the purpose of education, the character of the energies of the young is not always clearly understood. Beginning with a common view of the child's energies as a natural phenomenon, pre-existing the educational discourses that shape it, we claim that such an understanding cannot account for the claim that society makes upon the subject's identity through its education. In place of a pre-discursive vision of childhood energies, we consider desire, described in the work of Hegel and Lacan, as a thoroughly relational understanding of human motivation through which the subject is shaped by the human forces around it