Journal of Curriculum Theorizing
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Heuristics of Global Citizenship Discourses towards Curriculum Enhancement
No full textGlobal citizenship has become a frequently invoked slogan. While its aura generates much interest and broad affiliation, perspectives about why, how, and to what degree a global citizenship has and will manifest are discordant and underdeveloped. The lack of clarity about global citizenship is of particular concern to curriculum scholars and practitioners since schools are viewed as primary agents for socializing youth as citizens and are increasingly shaped by global forces. Despite exhortations to teach for global citizenship, the persistent lack of clarity about what that means confounds efforts of curriculum theorizing and implementation. This paper offers heuristics to sort through visions of global citizenship from five distinct discourses: neoliberal, nationalist, Marxist, world justice/governance, and cosmopolitan. This analysis recommends global citizenship curriculum, both its theorizing and engagement, be imbued with two epistemic capacities in order to enhance the development of global citizenship curriculum: hermeneutics/dialogue and placed being. About the Author William Gaudelli is associate professor of social studies and education at Teachers College, Columbia University. His research areas include global education, visual media, and teacher education/development. Gaudelli has published a variety of pieces in journals such as Teaching Education, Theory and Research in Social Education, Society and Culture, with forthcoming articles in Teachers College Record and Teaching and Teacher Education along with two books. Gaudelli can be contacted at [email protected]
What Would Hegel Do? Desire and Recognition in the Pedagogical Relation
No full textThis paper is about student participation in critical pedagogy. It is also about the anxiety that occurs in practice when the prompting of participation falls on deaf ears. It considers the way that students silence figures as a symptom in critical pedagogy, where it is taken as something that blocks learning and simultaneously a point on which on dialogue is potentiated. Drawing on Freud's concept of the uncanny and Hegel's master/slave dialectic, the discussion analyses that anxiety and suggests that beneath explicit emphasis on dialogue in critical pedagogy, there is also an implicit asymmetrical desire for recognition because the teacher relates to students' learning mediately, through their participation. I argue that student silence should not be regarded only as a problem of "non-work" to be overcome via pedagogical techniques; but rather, the anxiety it provokes offers two ways of responding. About the Author Dr. Amy Swiffen received her PhD from the Department of Sociology at the University of Alberta where she currently teaches social theory. Dr. Swiffen can be contacted at [email protected]
Endurance: Intellectual Work Meets the Academic Institution
No full textThis article discusses the late Edward Said's (1994) Representations of the Intellectual, uses the metaphor of Sir Ernest Shackleton's expedition to the Antarctic on the Endurance, and reflects on my own academic work experience to examine the disjuncture and challenges involved in carrying out critical intellectual work in the context of the academic institution. It addresses the question of what we can do as academics to reclaim our voices as agents of change and promoters of critique and dissent. About the Author Jane Dawson is an Adjunct Professor in the Department of Adult Education at St. Francis Xavier University in Antigonish, Nova Scotia, Canada. Her areas of research interest include the experience of academic work, critically reflective practice, and arts-informed research. She can be contacted at [email protected]
How Joe Schwab Thinks: A Review of The Practical 1 after 40 Years
No full text"How Joe Schwab Thinks: A Review of The Practical 1 after 40 Years" is an example of Biblio-Revenance, which invites a reviewer to return to previously a published work and reexamine its ideas in relation to the passing of time and the "differing sense of self." Tom Roby puts Schwab's influential essay, "The Practical, a Language for Curriculum" into its historical context, its ongoing impact, and its status after nearly half a century (1967-2007). Roby, a student and colleague of Schwab's, takes a second look at his own dissertation work when the first Practical article came out, as well as at the end of the sequence when he co-authored the Practicals 5 & 6. The changing understanding of the role of theory over the review period from Schwab's attack on its over reliance in education to its more vague usage today is one of the revealing comparisons
Engaging and Transforming the Discourse of Neoliberalism in Education: A Possibility for International Solidarity
No full textThis article narrates my experience conducting a two-week, intensive professional development workshop on curriculum planning in Bolivia in the summer of 2003. Based upon this experience and the reflections emerging from my encounter with Bolivian educators, it explores the theoretical possibilities of postcritical analysis for curriculum design across national borders. The analysis presented in this article specifically argues that looking at curriculum design from a postructuralist perspective will help educators in Bolivia to better understand the ideological implications of curriculum design and, therefore, to develop a curriculum design that is more conscious of the dangers of the technocratic model pervasive in neoliberal societies. The article further argues that this theoretical perspective can help educators in Western countries to create collaborative models with non-Western countries based on solidarity rather than on a traditional, colonial model, in which countries like Bolivia play the role of the passive "receiver" of our knowledge
All Immigrants are Mexicans, Only Blacks are Minorities, But Some of Us are Brave: Race, Multiculturalism, and Postcolonial Studies in U.S. Education
No full textThis article highlights the tense and productive spaces that emerge when issues of race, diversity, and imperialism converge in education. It is grounded in the experiences of Filipino/a Americans, the second largest Asian American ethnic group in the United States whose country of ancestry was under United States colonial rule for over 40 years and whose diasporic conditions continue to be shaped by the legacies of Western colonialism. Mobilizing insights from the field of Ethnic Studies, it analyzes the multicultural writings of James Banks and the postcolonial projects of Henry Giroux and Cameron McCarthy. By juxtaposing multicultural and postcolonial studies through an examination of Filipino/a American realities, the article argues for a more complex and nuanced understanding of historical narrations and national belonging. It concludes with potential directions for transnational, intersectional, and comparative research in education
Editor's Note
No full textThis editor's note describes the framework and purpose of the section, "Biblio-Revenance" and introduces Tom Roby's essay on Joseph Schwab's legendary work
The Cosmopolitical: From the Deconstructive Point of View
No full textThis editorial introduction discusses the notion of the cosmopolitical from the deconstructive point of view
