Journal of Curriculum Theorizing
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Vampiric Inquiry, or A Review of Blood’s Will: Speculative Fiction, Existence, and Inquiry of Currere
No full textThis review explores how Blood’s Will: Speculative Fiction, Existence, and Inquiry of Currere effectively utilizes the process of currere as a tool for inquiry as well as an educational experience
It Might Just Be Ravens Writing in Mid-Air
No full textConsideratons of stories and their telling and how the work of others can sometimes tell of my own life better than I ever coul
Seeking a Way: A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy
No full textThis article is the proposal and application of a teacher reflective practice method. This method was informed by the teacher practical knowledge movement, narrative inquiry, and racial realism as theorized by Derrick Bell. The method includes five steps: (1) restorying past experience, (2) listening/learning/problematizing one’s perspective through the study of other perspectives, in this case, the work of critical race theory and the writing of the Black Power Movement, (3) creating a new narrative of possible future teaching, and (4) problematizing again that new narrative. The final step of this method, which I do not discuss in this paper, is the application of that future narrative to actual teaching practice. The explanation of this method is interwoven with the author’s application of it to their teaching experience working in a fifth grade language arts classroom
Curricularizing Social Movements: The Election of Chicago’s First Black Mayor as Content, Pedagogy, and Futurities
No full textThe election of Harold Washington, Chicago’s first Black mayor, was monumental in its ability to galvanize masses of people in a city governed historically by machine-style politics. However, social movement organizing was the mechanism that led to Washington’s victory. Using surveillance data collected by the Chicago Police Department, and other historical artifacts, the author of this article calls for the curricularization of social movements from the past. As the paper details social movements of the past can offer curricular insight through content and pedagogy, reconceptualizing the ways in which educational spaces might be better bound to the communities and legacies of resistance that contextualize them.
(De)colonizing Critiques: Critical Pedagogy, Currere, and the Limits of the Colonial Mentality
No full textCurrere, which literally means ‘to run the racecourse,’ embraces a lived curriculum rooted in our subjective experiences. Currere allows us to trace our life history by salvaging memories our subconscious has refused to forget. This “complicated conversation” with oneself reveals moments and experiences we have taken for granted and helps us see why we are the way we are, and why we are not who we say we are. As a critical pedagogue in Santurce, Puerto Rico, I have always seen education as a vehicle for social justice, but in the process, I have left many of my assumptions unquestioned. How can critical pedagogy and its unencumbered “I” benefit from autobiographical writing? Can currere aid critical pedagogues avoid messianic complexes and address the invincibility of their high-browed, top-down, hierarchical approach to education? Through the use of currere’s regressive writing, I explore my colonial tattoos and the roots of my critical pedagogy. I suggest that autobiographical writing through currere offers a way to address the incongruence of critical pedagogy and adequately address the “I” of ideology. Currere allows critical scholars to analyze moments in our lives we have taken for granted; why we remember them reveals hidden facets of our personalities and our life’s histories. It reveals the concealed causes of our assumptions about life and the oppressive internal structures that inform our subjectivity. Currere allowed me to uncover the unerasable brandings of colonialism which are constant reminders to me and others that my incalcitrant independentismo, critical pedagogy, and existentialist approach to life are very much rooted in the coloniality of my being; they are badges I bare as I walk along the racecourse
Ma(r)king The Unthinkable: Cultural and Existential Engagements of Extreme Historical Violence
No full textCulture is an integral part of social studies education, and is a generative line of inquiry when placed in conversation with existential concerns. This post qualitative study engages with terror management theory (and its inspiration, the writing of Ernest Becker) to think about culture in the context of extreme historical violence. In particular, the authors re/read accounts from the Nazi massacre of Jews in Jedwabne, Poland (1941) and the Hutu atrocities against Tutsis in Rwanda (1994) while pondering how perpetrators bonded over culture, ordinarilized evil, fetishized evil, and attempted to triumph over death. The authors invite readers to grapple with identifying (re)new(ed) ways of promoting a world that can hurt less by engaging with accounts of extreme violence to think through the cultivation of non-violent ways of be(com)ing
Doing Away with Music: Reimagining a new Order of Music Education Practice
No full textA response to Gaztambide-Fernández’s Keynote addres