Journal of Curriculum Theorizing
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The Game: Racing Against Time
No full textThis paper first examines Frederick Winslow Taylor's theory of scientific management, especially his time and motion study, as it relates to the "cult of efficiency" in education and then analyzes the hidden dangers behind the conceptualization and daily practice of "time on task" in schools. Finally, the paper explores the struggles against these dangers or the ghost of control in the fettered time on mechanical clocks and watches and calls for a careful listening and responding to the living rhythms of time
All Things Pointing Home
No full textThomas Wolfe has written, "All things on earth point home"¦." I wonder how often we recognize this truth. Sometimes, it seems, we do in fact have to return home to remember who we are. In The Autobiographical Demand of Place: Curriculum Inquiry in the American South, Brian Casemore suggests we do precisely this: interrogate our past in order to understand our present and that future awaiting us. By bravely stepping out of a dominant narrative of Southerness and into risky psychoanalysis, Casemore attempts this understanding of identity as a conscious being struggling with difficult (or guilt-ridden) desire and knowledge. In doing so within an at times intense public reflection, he successfully leads us into our own introspective unsettling while asking us to step out of our narcissisms, our own superficial definitions of place, and out of our own identities in order to discover and confront our own understanding of who we think we have become
A Postpositivist Realist Theory of Identity: Expanding Notions of Gender in Teacher Education
No full textIn this essay, I conceptualize the potential of a postpositivist realist theory of identity for teacher candidates as a way to expand notions of gender identity. I argue that by engaging in a postpositivist realist theory of identity, teacher educators create a venue for students to explore individual, situated factors that influence identity construction as well as the social, historical, and political contexts that inform these constructions. Such analysis lends itself to a complex inquiry that more accurately reflects the lived experiences of immigrant women and girls as they navigate new social settings and American conceptualizations of gender norms. The influence of culture on individual notions of women's roles and the ways in which these change in a (new) American context are also considered
The Possibilities for a Pedagogy of Boredom: Rethinking the Opportunities of Elusive Learning
No full textThis paper theorizes on the elusive relationship between boredom and education, rethinking the opportunities and implications of encountering the boring in the sphere of schooling. In approaching the writings of Heidegger, Benjamin, and Kracauer, among others, I wonder whether a failure to recognize the utter ambiguity and ambivalence of boredom, as something that affects both teachers and students, bespeaks an impulse to ignore the potential that lies in the uncertainties of educational practice. I also reflect on how the shape of this recognition influences whether we consent to, or disavow, the inevitable absence of omnipotence and mastery in the movements of teaching and learning
Making "The List": The Business School Rankings and the Commodification of Business Research
No full textIn the past twenty years, there has been a dramatic increase in the influence of popular-press business school rankings. One of the most popular rankings, published by the Financial Times, is partly based on how many articles business faculty members publish in forty specific journals. An examination of these journals indicates that the list is narrowly focused and excludes many high quality journals. We conducted interviews with twenty-five faculty members from business schools in North America and Europe, to investigate how the Financial Times list is used, and how it affects faculty members' decisions regarding where they submit their research.
"Nostalgia for the Future: Imagining Histories of JCT and the Bergamo Conferences"
No full textIn conceptualizing a "nostalgia for the future," and in "imagining histories of Bergamo and JCT," I resist any one final version of the beginning, present, and future of either. Rather, I posit a distinction between the wish to return to an earlier state or idealized past, and the desire not to fully return, but instead to recognize aspects of the past as bases for direction and commitment with/in the curriculum studies field. I raise questions about what and how JCT and Bergamo might uniquely continue to contribute to that field by exploring how one might engage with "the past(s) of JCT and Bergamo" as retrieval for the future, as a locus of possibility and source of aspiration
The Responsibility of the Academy: A Call for Doing Homework
No full textmodern epistemes, particularly toward indigenous epistemes. Calling for the responsibility of the academy to do its homework pertaining to indigenous epistemes is part of the larger project of shifting the attention from common institutional approaches seeking to mainstream and 'acclimatize' indigenous students to the culture and convention of the academy to investigating the role of the academy with regard to other than its own foundational epistemes in its production and politics of knowledge. The paper aims to reconceptualize responsibility by examining how it is articulated in indigenous epistemes and to consider what the academy can learn from these 'new' perceptions of responsibility