Journal of Curriculum Theorizing
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Coffee Talk: Negotiating/Disrupting the Hidden Curriculum of Graduate School
No full textThis article addresses the hidden curriculum within a graduate education program and how four women attempted to understand and resist both the hidden and explicit curriculum through developing community within a writing support group. It is written as a performance that amplifies the interwoven narratives and experiences of the authors. The implications for this work suggest the importance of building community as a way of understanding and resisting the hidden curriculum within academic spaces. It also suggests ways that subordinate groups can empower themselves within the graduate school experience and potentially improve degree completion rates by women and students of color. About the Authors The authors were members of the same doctoral cohort at the University of North Carolina at Chapel Hill. Beth Hatt is an Associate Professor at the University of Southern Indiana. Lan Quach is an Assistant Professor at the University of North Carolina-Charlotte. Sydney Brown is an Assistant Professor at Gardner-Webb University. Amy Anderson is a Research Associate at the University of North Carolina- Chapel Hill. The email address of Beth Hatt is [email protected]
Interpreting the Unfamiliar: Early Career International Teaching Experiences and the Creation of the Professional Self
No full textGlobalization in the Classroom: Students, Citizenship and Consumerism
No full textThis paper discusses implications of globalization as it impacts educational practices, procedures, and policies. Because economic competition on a global scale encourages corporations to influence educators to replicate dominant culture values within classrooms, these patterns serve to create and valorise power differentials that prevent society members, including students, from participating fully in all aspects of a democratic society. A critical pedagogy beginning with Habermas' Ideal Speech Situation may serve to question practices, procedures, and policies that preserve power differentials that prevent students from developing their capacities for becoming agents of positive social change. About the Author Robert White has taught extensively in public school systems across Canada and is currently an Associate Professor at St. Francis Xavier University in Nova Scotia. Research interests include critical literacy, learning and leadership, globalization, and corporate involvement in educational settings. His most recent books include Burning Issues: Foundations of Education (2004), The Practical Critical Educator: Critical Inquiry and Educational Practice (2005), and Critical Literacies in Action: Social Perspectives and Teaching Practices (2008)
Currere and The Hours: Rebirth of the Female Self
No full textThis paper intertwines an analysis of the female characters in the movie, The Hours, with the author's own currere writing to examine societal constructions and expectations of women, women's "work," and motherhood. By juxtaposing the everyday lives of four different women living in four different times, the author illustrates how the back-in-the-day longings, now-a-day musings, and some-day yearnings of the female self collide with these societal constructions and expectations. In doing so, the author describes her own process to understand and redefine what it means to be a woman and an academic and a mother and her own journey of rebirth while engaged in this process. About the Author Jill Voorhies Martin is a doctoral student and graduate assistant in the Department of Teaching and Curriculum Leadership at Oklahoma State University. Jill's research interests include issues of diversity and equity in education, especially those related to race, ethnicity, class, and gender. Jill can be contacted at [email protected]
Making Room in the Curriculum: The Raced, Classed, and Gendered Nature of Preservice Teachers' Experiences Studying Abroad
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Thongs I've Seen (or Portrait of a Single-Subject Credential)
No full textThis is what happens when a 21st century teachers' college shares a neighborhood with a high school and a shopping mall. The fabric of the three become so intertwined that the teacher credential is just another brand. About the Author Helen M. Kress is an Assistant Professor of Education at D'Youville College in Buffalo, New York, USA. Her research interests include critical theories of education, youth cultures, multicultural curriculum, and qualitative research methods. She teaches philosophy and sociology of education to student teachers. Helen Kress can be contacted at: [email protected]
Dead, Shed Skin: An Autoethnography
No full textThis paper describes the self-study of the researcher's eating disorder. The subject of study is, microcosmically, poetry; in a macrocosmic sense, the fragments of verse examined are representative of an individual writer's mindset and thoughts. Poetry, in this essay, is the pedagogical space where examination of self is permitted. There are two intertwined elements in this essay that are educationally relevant and enlightening. Firstly, it is demonstrated that the structural and formal traditions of verse were scaffolds to the developing poet's self-understanding and self-discovery. Secondly, hinged upon a reinterpretation of verse composed ten years prior is the researcher's composition of a personally educative narrative involving his campaign to overcome the hegemony of an eating disorder. About The Author Theodore Christou is Assistant Professor at the University of New Brunswick in the Faculty of Education. He completed his PhD at Queen's University in Curriculum Studies. Theodore's research examines the qualitatively different interpretations of progressive education. He is also concerned with the teaching of history in schools and in Faculties of Education. Theodore is a published poet and has worked as teacher in Ontario's public schools and in adult education. Theodore can be contacted at: [email protected]