112 research outputs found
Miller, Janet L., Nostalgia for the Future: Imaging Histories of JCT and the Bergamo Conferences, Journal of Curriculum Theorizing, 26(No.2, 2010), 7-23.
No full textExpresses the author\u27s participation in thirty years of JCT and the Bergamo Conferences and her vision for their future
The Transhumanist Tapestry: Unraveling Roles of Author and Audience
No full textArtificial Intelligence is an increasingly ubiquitous entity reshaping the ways that we interact and communicate. In all of our online interactions, the boundaries between humans and machines become blurred as we read and are being read by technology. This digital entanglement of machines and minds, of reading and being read, stands as an invitation to interrogate the historical relationship between reader and writer, audience and author. In interrogating these roles I reflect upon the implications this has for the ways that we read the digital spaces we are part of, our agency in shaping this evolving technological relationship, and begin to consider the educational implications of such shifts
Pedagogies of Attending and Mourning: Posthumanism, Death, and Affirmative Ethics
No full textIn a 1992 chapter, “Cries and Whispers,” William Pinar called for conversations around death to become normative in education, but that call has largely been ignored in curriculum theory. Drawing on Rosi Braidotti’s critical posthumanism, this article engages death as a site of curriculum inquiry. The author begins by discussing the fragility of human life and the necessity of death to the ecological world and highlighting the interconnections between Western death-denying culture and the Anthropocene. The author then discusses the material facts of death (the corpse) in conversation with posthumanism, ultimately suggesting an emergent environmental ethic—attending to waste. The notion of attending is then presented and elaborated as a form of pedagogy through its close relationship to the concept of mourning. The author concludes by suggesting attending as an affirmative sort of pedagogy that denies the binaries of negativity and positivity through a discussion of Rosi Braidotti’s affirmative ethics
The species analyzed, their collectors/donors, collection locality and vial ID number.
No full text<p>Each vial contained workers from a single colony. The species are in alphabetical order. Abbreviations: WRT, the author; RAJ, Robert A. Johnson; JPP, James P. Pitts; JCT, James C. Trager; KLH, Kevin L. Haight; SDP, Sanford D. Porter.</p
Spaces
No full textIn this poetic inquiry into spaces, the author draws on New Materialism to explore how spaces are both material and conceptual. Based on diverse inspiration, from Bachelard to Barad, the author looks at our role as both subjects and creators of everyday spaces. As spaces are constantly in production, they are constantly in flux. Spaces are an intersection of forces as well as beliefs. This material-conceptual nature makes them subject to sudden shifts. As spaces are a medium of learning and life, the author calls for "humble and tentative approaches" that might create unanticipated, new spaces
Wringing the Neck of the Swan: Second Language Learning as a Tool for Conviviality
No full textThe author compares industrial (and modernist) second language learning approaches to convivial second language learning approaches. The paper utilizes the ideas of conviviality as described in the writings of Ivan Illich. Examples come from the author's experiences as a second language teacher and second language learner. The author includes recommendations for a more convivial approach toward second language learning, both for school environments and for public learning experiences in the commons
Lessons from The Leather Archives and Museum: On The Promises of BDSM
No full textIn this essay, the author explores the experience of taking a class of educators in a Master’s course to visit the Leather Archives and Museum (LA&M). Situated within a course on Social Theory, the author explores the possibility of doing justice to the sexual subject – in particular the queer sexual subjects represented in the museum’s exhibits and archives. Can occupying the space of a museum committed to preserving, archiving, and exhibiting sexual subcultures illuminate new ideas and concepts that might preoccupy queer educational thought in its third decade? Utilizing contemporary queer theory, the author ponders the promises of BDSM that are engaged with the lessons of Leather and BDSM objects. Can such a preoccupation do justice to queer subjects and practices allowing not only for queer survival but queer thrival
(Re)acquaintance with Praxis: A Poetic Inquiry into Shame, Sobriety, and the Case for a Curriculum of Authenticity
No full textThrough the use of poetic inquiry, this article explores the possibilities that exist within education when we acknowledge ourselves as imperfect. Drawing upon personal experience, the author seeks to create a dialogic space for reconsidering oneself and one’s ways of being within practice. Engaging poetically with theory and experience, the author uses the method of currere to explore her journey through alcoholism and sobriety, as well as experiences in the classroom, as a means of attending to the loss of connection that often occurs when educators perform according to external definitions. Through her experience, the author discovered that it is authenticity that creates the opportunity for dialogue and connection, allowing us to move beyond definition toward a curricular landscape that embraces our humanity
Holding “The Arts” at Bay: A Response
No full textRubén Gaztambide-Fernández responds to the other author
Theorizing Community and School Partnerships with Diné Youth
No full textIn this paper, the author describes how four Diné youth participants defined community and theorized about the types of community and school partnerships that could effectively support the youth academically and holistically. By researching through an indigenous methodology and theorizing through a Diné framework the author discussed the participants’ needs holistically through an inherent system of relationships that make up the Diné philosophy of community, k’é. K’é is the Diné concept of recognizing and maintaining harmonious relationships and all the positive virtues that should be inherent within a family. In the process, the author retheorized community and school partnerships and worked to contribute to the process of self-determination and self-education of the Navajo Nation
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