Journal of Curriculum Theorizing
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Changing Habits: Deconstructing One Convent School Song
No full textFor an initial assignment in a Curriculum Studies graduate course, the author was required to write a story based on an experience from her own convent school days. Disconcerted by what appeared to be a memory block, she finally produced a text, but it was metaphorical rather than anecdotal. In this paper she attempts to understand her inability to articulate her experiences by using deconstruction, Lacanian analysis, and poetry to explore the metaphor embedded in her initial text. The insight and voice she gains through the layered writing process leads her to suggest that a reflective teaching practice and a critical pedagogy might intersect in the novel reframings of personal educational experiences. By breaking out of our habits of representation we may be more likely to recognize-and transform-our habits of interpretation. About the Author Anne Hewson is an associate professor at St. Thomas University in New Brunswick, Canada, where she teaches in the Education Department. Her interests include arts-based inquiry, drama education, mindfulness in learning and teaching, poststructural theory, and critical pedagogy. Anne can be contacted at [email protected]
Internationalization and Study Abroad: Narrative Inquiry of Japanese Female Exchange Students in the United States
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From the Red-Dot-Indian Woman to Jet-Set-Mangoes and all the Hyphens In-Between: Studying Abroad and Discovering Myself
No full textQueering Science for All: Probing Queer Theory in Science Education
No full textQueer theory is concerned with disrupting binaries, opening space for new identities, and interrupting heteronormativity. In the context of education, queer theory examines both how schools function to make non-heteronormative identities invisible and to disconnect learning and knowledge from pleasure and desire. School science plays a strong role in silencing queer identities and limiting science knowledge and learning. Yet, queering science education supports many of the reform efforts in science education. In the era of Science for All, queering science education is important for making school science accessible for all students and transforming science education for the benefit of all students. This paper explores, through personal vignettes and published literature, how queer theory applies to education in general, and science education in particular.About the AuthorKristin L. Gunckel is an assistant professor of science education at the University of Arizona. She received her Ph.D. in Curriculum, Teaching, and Educational Policy at Michigan State University in 2008. Her research focuses on science curriculum reform and preparing elementary teachers to teach science
Reading School Textbooks as a Cultural and Political Text: Representations of Asia in Geography Textbooks Used in the United States
No full textInvestigating secondary social studies textbooks, this study examines how Asia is represented and what socio-cultural implications are embedded in the textbook representation of Asia. Using the perspective of cultural studies and postcolonialism, it inquires about how different countries are portrayed to receive differentiated images, how Asia as a whole is represented, and how the textbooks position American readers with regard to the relationship between the U.S. and Asia. The argument ensuing from this investigation is that curriculum scholars need to pay more attention to rethinking how to invite other cultures and societies into school curriculum and how to engage students with people who appear to be different from themselves. About the Author Won-Pyo Hong received his doctoral degree from Michigan State University. Currently he is a post-doctoral researcher at Seoul National University, Seoul, Korea. His research interests include curriculum theories and global and multicultural education especially in the Asian context. His email address is [email protected].
Violent Turbulence in Curriculum Theory and Practice
No full textIn a chapter titled "On Analyzing Hegemony" in his book, Ideology and Curriculum (1990), Michael Apple argued for the absolute necessity of situating knowledge, the school, and the educator him or herself within the real social/historical conditions that constitute these elements if we want to be serious in our appraisal of the role of education in a complex society. Although all three elements are crucially important, in this paper I focus on the educator. More specifically, I construct an argument for the fundamental importance of critical self-reflexivity as a necessary condition for theorizing pedagogies relevant to American schools in an age characterized by unprecedented global flows of human beings, cultural artifacts, economic capital, and media representations. About the Author Jenna Min Shim is a Ph.D. candidate in the School of Education at University at Albany. Prior to pursuing this degree, she was a performing pianist and a TESOL educator. Her research focuses on multiculturalism and intercultural understanding in the globalized, internationalized world of the 21st century.
Media Education, Spectrality, and Acoustic Space: An Encounter with Derrida and McLuhan
No full textHow media educators conceive of critical agency without privileging the authoritative voice of the teacher continues to be a vexed problematic within the field. It is complicated by ongoing concerns about how to delineate the characteristics of new digital media as specific forms of mediation. In response to these issues, I suggest an encounter with Derrida and McLuhan offer media educators a way to hold different but related levels of analysis in dynamic tension. Both thinkers conceive of mediation as productive, and if Derrida helps us to understand how this produces a certain kind of emancipatory promise, McLuhan's work remains vital for locating this promise in relation to the dimensions of technological lifeworlds characteristic of modern society. About the Author Stuart Poyntz is an Assistant Professor in the School of Communication at Simon Fraser University. His research focuses on children and digital culture, the history of media literacy, and theories of the public sphere. At present, he is completing a book entitled Media Education: A Critical Introduction for Blackwell. Poyntz can be contacted at [email protected]