Journal of Curriculum Theorizing
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Holding “The Arts” at Bay: A Response
No full textRubén Gaztambide-Fernández responds to the other author
Entangling Relationalities and Differing Differences: Forty Years of Bergamo and JCT Curriculum Theorizings and Practices
No full textDr. Miller's Keynote address from the 2019, 40th Anniversary Meeting at Bergam
Visualizing mapping as pedagogy for literacy futures
No full textIn this article, the authors explore mapping as a pedagogical approach. Drawn from two literacy classrooms, the authors report on five empirical examples of mapping, elucidating the ways in which mapping activities were sites of dynamic meaning-making through processes of deterritorialization and reterritorialization (Deleuze & Guattari, 1987). In both cases of mapping pedagogy, participants used mapping to interrogate texts, reflect on experiences, express identity, and locate emotions as language learners and readers. Employing visual analysis to ‘think with theory,’ the authors provide a coordinate plane to map the pedagogical dimensions of mapping across the five empirical examples. The authors illustrate the ways students gravitated across a continuum of literal to metaphorical visual depictions of their learning and life experiences. This inquiry offers new ways of theorizing thematic mapping of learning and experience for classroom practice
We are All Made of Stars: A Metaphor for Exploring the Greater Whole Beliefs Subsist In
No full textBeliefs influence prospective teachers’ decision-making processes as they resist or accept the curriculum developed by teacher educators. Beliefs of prospective teachers have been considered in a variety of way. In this essay, I develop a metaphor for how beliefs are held based on previous metaphors by Green (1971) and Korthagen (2004). Through this thought experiment, I demonstrate the power of the galaxy metaphor and the possible benefits for researchers. I focus on the use of a hermeneutic lens and the galaxy metaphor to demonstrate how looking at beliefs differently can enhance our consideration of beliefs in teacher education curriculum. Implications of the galaxy metaphor for teacher educators are discussed
The Orders of Cultural Production
No full textIn this article, Gaztambide-Fernández elaborates on what it means to engage the concept of cultural production as an analytic framework for making sense of creative symbolic practices within educational contexts. Building on his critique of the “rhetoric of effect” in arts education, Gaztambide-Fernández introduces the notion of cultural production as a framework for both analysis and for thoughtful arts education practice and advocacy. The paper presents the outline of a framework based on the idea that cultural production can be understood and engaged through five different but intersecting “orders” or dimensions of practice: the spatiotemporal order, the material order, the symbolic order, the relational order, and the affective order. Understanding these “orders” also opens up possibilities for thinking otherwise about the arts in education and for using cultural production as a pedagogical framework
Examining the Plurality of Literacies through the Habermasian Lens
No full textThis paper is concerned with a critical examination of the plurality of literacies through the Habermasian lens. It begins with a literature review of how the definition of literacy is broadened to include multiple literacies along with their social practices. Yet the proposition for the plurality of literacies also comes with the challenge of how to evaluate them. Jurgen Habermas’s (1981/1984, 1981/1987) theory of communicative action is put forth as a viable framework to provide criteria for evaluating the validity claims made in literacies. This paper concludes with a presentation of the implications for literacy education relocated within Habermas’s framework
“If You Wanna Play the Saxophone”: A Review of Troubling Method: Narrative Research as Being by Petra Munro Hendry, Roland W. Mitchell, and Paul William Eaton (2018)
No full textThis review presents a diagnostic and descriptive overview of Troubling Method. The review ends by comparing two parables to the general spirit of the book and, by extension, to the field of curriculum studies. This final comparison, along with its preceding confessions, make an appeal of a humanities driven approach to curriculum theory and scholarship in education
Topographies of Disruption: Queer(ed) Literacy Pedagogies Beyond the Binary
No full textThis article seeks to imagine the ways in which queer theor(ies), particularly those related to space and discourse, might hold implications for the (re)structuring of formal educational spaces. Through narrativizing the experiences of queer students, teachers, and moments in school, I hope to develop an understanding of what we might call “queer pedagogy/-ies,” wherein moments of disruption can be mined to cultivate more humane, soulful, and equitable school cultures. In leaning particularly on the work of feminist and queer theorist Sara Ahmed, I study how phenomena like “straightening devices” and “grid lines” act as regulating forces to maintain the status quo in schools, eclipsing opportunities for a queer imaginary and creative logic to rupture forth. In recalling how students often practice literacies of resistance, I outline how teachers might begin to (re)imagine pedagogy as being queered: as being intersectional, future-oriented, embodied, expansive, and, paradoxically, silent
Personalized Learning: A History of the Present
No full textThis article historicizes 21st century personalized learning by tracing its lineage to 20th century technologies that were considered commercial and educational failures. It explores important and often ironic links between past and present attempts to personalize learning through technology to trouble claims that personalized learning is a fundamentally new model of education that has broken free of the “industrial model” of education reform. At the same time, personalized learning illustrates how democratic governance of education has been displaced by new policy networks, datafication, and algorithmic governance. This curriculum history wears away at grand claims about personalized learning and makes tactical use of past struggles over machine-based learning to provoke more rigorous debates about learning, digital governance, and the growing influence of venture philanthropy, technology companies, and intermediary organizations in educational policy-making and curriculum development
