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Risking Sentiment: Margins, Voices, and Literacy as a Social Act
No full textAn editorial introduction to the Literacies Section
Afterthought
No full textThis is an article for JCT Special Issue –Narrative of Curriculum in the South: Lives In-Between Contested Race, Gender, Class, and Powe
This corner of Canaan: curriculum studies of place and the reconstruction of the South
Get PDFIf place is crucial to understanding the self and society, then it is central to curriculum studies that relate the individual and the social. This theoretical autobiographical research seeks to encourage progressive conversation and social political movement in the South by attending to the anomalous forms of Southernness that emerge in the interrogation of feeling Southern. Toward that end, in this dissertation I explore and foreground a marginalized Southern curriculum of nostalgia, homeplace, grace, and queerness. I investigate aspects of Southern place and feeling Southern that are submerged in conventional white patriarchal notions of Southern identity. My narrative allows some of these anomalous forms of Southernness to surface and, out of these forms, create a Southern curriculum of place. This work is necessary for displacing the dominant, race-, class-, and gender-constricting conception of Southernness that perpetuates itself. The politics of place inform individual and collective Southern identities. As examining Southern place and conventional traits of Southern identity reveal a greater complexity to feeling Southern, attending to anomalous forms of Southernness creates conversation about the progressive transformation of Southern place. The forms of Southernness for which I have created curricular forum are as follows: 1) unsettling prohibitive nostalgia so as to disrupt rather than solidify identity/place norms; 2) homeplace as a site for the interrogation of the construction of identity rather than the consoling, pacifying mirror of identity 3) queer Southernness, exemplified in the conjunction rather than the opposition of fundamentalism and queer desire; 4) grace that shatters rather than absolves traditional raced, classed, and gendered notions of Southern identity. This study elaborates a curriculum of Southern place; the study is a journey of self—a self situated squarely in Southern place and the raced, classed, gendered, religious sensibilities of the place. In relation to place and self, this research uncovers sites of subjective and social transformation within the American South. Transformation is not a destination, but is itself a passage, forward motion that requires a continuing disruption of traditional Southern codes that leave the South with nostalgia, guilt, and pain
Mama\u27s Boy; Preacher\u27s Son: A Memoir
No full textMama\u27s Boy; Preacher\u27s Son is Kevin Jennings\u27s autobiographical account of growing up gay in the Southern United States. In his memoir, Jennings shares formative experiences relating to his impoverished childhood and his career as teacher and social activist. His rich description of the influence of family relationships on his personal and professional identities contributes to understanding identities of LGBT youth
"All We Are Saying...":The Case for Peace in Curriculum Theory
No full textAn editorial introduction to Literacies section
This Corner Of Canaan: Curriculum Studies Of Place & The Reconstruction Of The South
No full textNo region has more distinct images of place than the South. This Corner of Canaan: Curriculum Studies of Place & the Reconstruction of the South makes a unique contribution to studies of curriculum and place, linking the particularities of Southern culture to social concerns of curriculum theory. Written by a Southerner about the South, this book extends curriculum of place by moving beyond a monolithic, pastoral South to one that exists within the paradox of its own aberrations: nostalgia, queer fundamentalist Christianity with its own anomalous notions of grace and communion, homeplaces of difference, and an apocalyptic Biblical vision
Family Stories: LGBT Families in the South
No full textFrom the U.S. South, popular culture and media tropes portrayed Southern families as vastly heteronormist in structure, with a dutiful wife following her husband, who heads the household. Women\u27s place in the family was centered around child-rearing, exclusively. Single parent, multi-racial, and same-sex families were parodied as outcasts or progressive interlopers.
Following the June 2015 U.S. Supreme Court decision, LGBT families now constitute legal reality. However, before there was marriage equality, there were lesbian, gay, bisexual, and transgender families living in the U.S. This presentation explores LGBT families who have made their lives and homes in the U.S. South.
While the work seeks to explore meanings of varied notions of family living in a historically and culturally contested place, the voices return again and again to home and daily life. The central premise of the research is, “The story is that there is no story”--that LGBT people live in the South and raise their families is a given. Participants in the study represent intersections of race, class, gender, sexuality, and age, and are thus important to women’s studies.
Interviews were conducted with eleven LGBT families. Conversations around place, sexuality, and families provide context for their lived experiences. In analyzing the stories to identify themes and topics, we note that while analysis will lead to greater understanding of people within place, the stories are significant and meaningful of themselves
The Pinar Project
No full textWilliam Pinar\u27s contributions to the field of Curriculum Studies include seven basic ideas, three of which are addressed by each panelist. Queer theory in education; disciplinarity and interdisciplinarity; and currere are key concepts which, when heard together, give the sense of what it is to dialogue, converse, and complicate curriculum issues. These papers suggest a radical revisioning of the human place in a global world, in accord with Pinar\u27s vision to reconceptualize what it is to live deeply so as to understand the history and politics of our time
Taking it to the Streets: Foregrounding the Interventions Handbook on Advocacy and Activism in Curriculum Studies
No full textThe question of relevancy has marked scholarship in the field of Curriculum Studies since the publication of Ralph Tyler’s Basic Principles of Curriculum and Instruction in 1949. This panel addresses the question of relevancy through a critical examination of activism and advocacy, with a particular focus on how scholars conceive of and carry out curriculum interventions. With the contemporary emphasis on higher education for economic development, this panel is timely in its efforts to displace dominant perspectives regarding what makes for robust educational experiences and worthy being, knowing, and doing in this world. Drawing from perspectives that include Black feminist perspectives and decolonizing pedagogy to research methods and theology, panelists explore their conceptions and practices related to efforts to shift the thinking that gets thought and lives that get lived when curriculum is read, spoke, imagined, and enacted. Unique to this panel, authors dispel narrow conceptions of advocacy and activism and lay their hopes, dreams, successes, disappointments, and failures on the line toward fuller understandings of ethics, responsibilities, agendas, and commitments. Foregrounding a handbook focused on tri-partite readings, panelists explore initial chapters, ones that will be set in dialogue with response essays that are juxtaposed in section chapters that examine themes and connections, disjunctures and breakdowns. Attendees will have an opportunity to explore the beginnings of an interdisciplinary handbook, a collection of essential readings on the question of what makes education meaningful and relevant and how change gets made in public and higher education
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