1,720,960 research outputs found
Cishetero Sucker Punches: Educational Necropolitics, Consent, and Sonic Possibilities
No full textAt the time that the narrative foregrounded in this paper was collected, Ray (a pseudonym) identified as a transgender student who was living in a conservative area in the Midwest, this article explores the theoretical and practical implications enmeshed in sonic ethnographic work (Gershon, 2017; Wozolek, 2023) and curriculum theorizing as they are in relation to what the author calls critical consent curricula (Wozolek, 2024). The purpose of this paper is twofold. First, this work theorizes how critical consent curricula should be nested and layered across schools and virtually every intra-action (Barad 2007) that students, faculty, and staff encounter. Second, this paper argues that employing critical consent curricula is but one way to interrupt what I have named educational necropolitics (author 2021; author in press). By educational necropolitics, I mean the many ways that schools—and those who participate in them—decide whose ways of being, knowing, and doing can survive and thrive in schools and whose ontoepistemologies will be choked away and, possibly, murdered through systems of schooling. The author argues that these curricula should be embedded across systems of schooling and are but one way to interrupt educational necropolitics that pervade every aspect of young people’s experiences in schools. The focus here is on the violence that emerges from necropolitical norms often results in daily sucker punches that resonate across and against minoritized youth’s ways of being, knowing, and doing. By listening deeply to Ray’s narrative, this paper is a call to find ways to resist and refuse violence through consent curricula so that queer futurities become the sonic grounds that undergird everyday experiences in school
Critical Consent Curriculum: Towards Ethical Self-Empowerment in Schools
No full textThinking at the intersections of curriculum theory and sound studies, this article explores what the author has named a “critical consent curriculum.” This paper traces the many reverberations of sociopolitical and cultural norms that not only devalue consent as a critical part of schooling, but how the absence of such dialogues in teacher education programs and schools has, in many ways, normalized the milieu of nonconsensual relations and relationships as they are expressed across educational contexts and communities. Alongside an analysis of several “samples” from sonic ethnographic studies, this paper serves as a call to action for teacher education programs to enmesh a critical consent curriculum and, relatedly, curriculum studies across teacher education programs. This is not an “either/or” argument but, rather, a “both/and” dialogue about how this proposed lens to education would impact everyday intra-actions in schools by foregrounding consent
An Invitation
No full textThis short article provides guidance and offers and invitation to anyone interested in submitting articles to the Cultural Studies and Curriculum section of JCT
“What does learning sound like?”: Reverberations, Curriculum Studies, and Teacher Preparation
Get PDFUsing a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in terms of Western privileging of the ocular
A Curriculum of Reflexivity: (Re)Imagining Education Through Action Research and Saudi Vision 2030
No full textA Curriculum of Reflexivity: (Re)Imagining Education Through Action Research and Saudi Vision 2030
No full text“Is Your Dad a Towelhead?": Capitals of Shame and Necropolitics in Post-9/11 America
Get PDFUsing the author’s personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper argues that too often everyday acts of violence, such as gaslighting, are central mechanisms of necropolitical control. Frequently, these normalized aggressions make relegating people to the status of the living dead possible. Finally, this paper argues that necropolitics emerges from intra-actions, often causing the ontoepistemological death for communities of color in general and, in this case, Brown people in a physically and psychologically violent post-9/11 United States
The Presence of Absence: The Negotiation of Space and Place for Students of Color at a Predominantly White Suburban High School
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