Pub Date : 2021-09-13DOI: 10.1080/15505170.2021.1967227
Tasha M. Brown
Abstract This critical qualitative study explores the affordances of social justice-oriented education that centers youth of color and their desire to engage in complex and nuanced dialogue concerning social and political issues relevant to their lives. In doing so, this paper focuses on the experiences of six high school girls of color participating in a New York City based nonprofit program committed to social justice, activism, and leadership. Specifically, it investigates their participation in a course as they interrogated power, oppression, and privilege at the interpersonal and institutional levels. Guided by the theoretical underpinnings of Critical Race Feminism (CRF) and figured worlds, this study’s findings highlight the necessity of discussions about topics often seen as “taboo” in school spaces. The girls saw the dismissal and/or reluctance to engage with “uncomfortable topics” in schools as an attempt to cover up or shield students from histories and realities that may be harsh but necessary knowledge. The girls also stressed the value of opportunities to share and explore multiple aspects of their identity through the course content and activities. Lastly, the pedagogical practice of taking space and making space allowed girls of color to make sense of their individual and collective experiences.
{"title":"“To be our best selves”: Critical dialogue with girls of color about their experiences in a social justice leadership program","authors":"Tasha M. Brown","doi":"10.1080/15505170.2021.1967227","DOIUrl":"https://doi.org/10.1080/15505170.2021.1967227","url":null,"abstract":"Abstract This critical qualitative study explores the affordances of social justice-oriented education that centers youth of color and their desire to engage in complex and nuanced dialogue concerning social and political issues relevant to their lives. In doing so, this paper focuses on the experiences of six high school girls of color participating in a New York City based nonprofit program committed to social justice, activism, and leadership. Specifically, it investigates their participation in a course as they interrogated power, oppression, and privilege at the interpersonal and institutional levels. Guided by the theoretical underpinnings of Critical Race Feminism (CRF) and figured worlds, this study’s findings highlight the necessity of discussions about topics often seen as “taboo” in school spaces. The girls saw the dismissal and/or reluctance to engage with “uncomfortable topics” in schools as an attempt to cover up or shield students from histories and realities that may be harsh but necessary knowledge. The girls also stressed the value of opportunities to share and explore multiple aspects of their identity through the course content and activities. Lastly, the pedagogical practice of taking space and making space allowed girls of color to make sense of their individual and collective experiences.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"63 - 89"},"PeriodicalIF":0.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46088443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.1080/15505170.2021.1967228
Cara E. Furman, Shannon M. Larsen
Abstract Teachers face dilemmas of justice throughout their day that call for ethical decisions. Recent projects have focused on how teachers can be supported in making these decisions. In this paper we draw on practices in philosophy of education and math education to put forth our own method, Interruptions, for supporting teachers with the prosaic dilemmas of ethical teaching. After describing Interruptions and placing the method within a pre-service teacher education context, we then showcase how Interruptions helped us to grapple collaboratively with our use of time management in the classroom. In doing so, we describe how the current societal focus on productivity pulled us away from our commitment to sense making and how engaging in Interruptions helped us, as teacher educators, recenter ourselves by taking and giving time in our classrooms for those things we value most.
{"title":"Interruptions as collaborative grappling with time","authors":"Cara E. Furman, Shannon M. Larsen","doi":"10.1080/15505170.2021.1967228","DOIUrl":"https://doi.org/10.1080/15505170.2021.1967228","url":null,"abstract":"Abstract Teachers face dilemmas of justice throughout their day that call for ethical decisions. Recent projects have focused on how teachers can be supported in making these decisions. In this paper we draw on practices in philosophy of education and math education to put forth our own method, Interruptions, for supporting teachers with the prosaic dilemmas of ethical teaching. After describing Interruptions and placing the method within a pre-service teacher education context, we then showcase how Interruptions helped us to grapple collaboratively with our use of time management in the classroom. In doing so, we describe how the current societal focus on productivity pulled us away from our commitment to sense making and how engaging in Interruptions helped us, as teacher educators, recenter ourselves by taking and giving time in our classrooms for those things we value most.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"97 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46485391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/15505170.2021.1955051
Cristina D. Vintimilla, V. Pacini-Ketchabaw, Nicole Land
Abstract In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more complex, pedagogical, political and ethical ways.
{"title":"Manifesting living knowledges: A pedagogists’ working manifesto","authors":"Cristina D. Vintimilla, V. Pacini-Ketchabaw, Nicole Land","doi":"10.1080/15505170.2021.1955051","DOIUrl":"https://doi.org/10.1080/15505170.2021.1955051","url":null,"abstract":"Abstract In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more complex, pedagogical, political and ethical ways.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"4 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60001411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/15505170.2021.2003620
S. Tanner
Recently, Sam was invited to facilitate a social justice theater workshop with high school students. In-person on a Monday morning. A group of thirty people standing together in a circle in an empty black box theater. Yes, they all wore masks. But their bodies were close. And they paid attention to each other. No laptops or cell phones. No pixilated faces in tiny Zoom squares. It was both familiar and strange for Sam to be with these teenagers after the last 2 years. The students worked with Sam for an hour. They used Augusto Boal’s image theater to create frozen scenes that represented something they felt was unjust. One group created a scene that represented a classroom where a teacher was allowing the loudest voices to dominate discussion. Another used an exaggeration of body size to illustrate how power is distributed among people. Students were sophisticated in their analysis of the scenes. Sam was reminded how smart young people can be. The final group assembled their scene with only a few minutes left before the class was over. Two Black teenagers lay face down on the ground with their hands behind their back. They were boys. One girl stood over them and mimed that she were pointing a pistol at the boys. Another girl placed her foot on one of the boy’s backs. Both of these girls were Black. The only white girl in the group stood to the side. She mimed that she was holding a phone. Taking a selfie with the violent image in the background. Silence fell in the space as the audience gazed at the disturbing image. Discussion of the scene was intense. The murder of George Floyd was mentioned. The use of social media in the aftermath of that violent act was discussed. Ongoing conditions of white supremacy. Violence toward Black and Brown bodies. The conversation was rich. And, of course, it was tragic. Especially after the last 2 years. The group that created the scene told the audience they were representing the prison system in the United States. The two Black boys that played prisoners approached Sam after the bell rang. One of them shook his hand. “Thank you,” the student said. “That was really cool,” the other boy said. “Thank you,” Sam said. “Your work was powerful.”
{"title":"Urgent and dangerous work","authors":"S. Tanner","doi":"10.1080/15505170.2021.2003620","DOIUrl":"https://doi.org/10.1080/15505170.2021.2003620","url":null,"abstract":"Recently, Sam was invited to facilitate a social justice theater workshop with high school students. In-person on a Monday morning. A group of thirty people standing together in a circle in an empty black box theater. Yes, they all wore masks. But their bodies were close. And they paid attention to each other. No laptops or cell phones. No pixilated faces in tiny Zoom squares. It was both familiar and strange for Sam to be with these teenagers after the last 2 years. The students worked with Sam for an hour. They used Augusto Boal’s image theater to create frozen scenes that represented something they felt was unjust. One group created a scene that represented a classroom where a teacher was allowing the loudest voices to dominate discussion. Another used an exaggeration of body size to illustrate how power is distributed among people. Students were sophisticated in their analysis of the scenes. Sam was reminded how smart young people can be. The final group assembled their scene with only a few minutes left before the class was over. Two Black teenagers lay face down on the ground with their hands behind their back. They were boys. One girl stood over them and mimed that she were pointing a pistol at the boys. Another girl placed her foot on one of the boy’s backs. Both of these girls were Black. The only white girl in the group stood to the side. She mimed that she was holding a phone. Taking a selfie with the violent image in the background. Silence fell in the space as the audience gazed at the disturbing image. Discussion of the scene was intense. The murder of George Floyd was mentioned. The use of social media in the aftermath of that violent act was discussed. Ongoing conditions of white supremacy. Violence toward Black and Brown bodies. The conversation was rich. And, of course, it was tragic. Especially after the last 2 years. The group that created the scene told the audience they were representing the prison system in the United States. The two Black boys that played prisoners approached Sam after the bell rang. One of them shook his hand. “Thank you,” the student said. “That was really cool,” the other boy said. “Thank you,” Sam said. “Your work was powerful.”","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"18 1","pages":"231 - 232"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42393546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/15505170.2021.1960224
J. Wargo, Antero Garcia
Abstract Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and indeed the hidden and intended curriculum of escape rooms. This polyphonic rendering and reading are done not to argue that these are discrete phenomena within the flurry of the activity space of an escape room. Instead, it illustrates how these practices are interwoven with one another as well as with the tacit and collaborative knowledge of team-based cooperation, personal histories, and felt resources of play. Not simply noting how literacies mediate interaction in these gaming spaces, findings emphasize how learning, affect, interaction, and analog play are purposefully designed, entangled, felt, and understood.
{"title":"(Re)reading the room: The literacies of escape rooms","authors":"J. Wargo, Antero Garcia","doi":"10.1080/15505170.2021.1960224","DOIUrl":"https://doi.org/10.1080/15505170.2021.1960224","url":null,"abstract":"Abstract Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and indeed the hidden and intended curriculum of escape rooms. This polyphonic rendering and reading are done not to argue that these are discrete phenomena within the flurry of the activity space of an escape room. Instead, it illustrates how these practices are interwoven with one another as well as with the tacit and collaborative knowledge of team-based cooperation, personal histories, and felt resources of play. Not simply noting how literacies mediate interaction in these gaming spaces, findings emphasize how learning, affect, interaction, and analog play are purposefully designed, entangled, felt, and understood.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"14 - 39"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-13DOI: 10.1080/15505170.2021.1928570
Spencer Salas, Jatnna Acosta, Jillian La Serna
Abstract In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body in the North Carolina piedmont—highlighting the emotional disequilibrium of teaching in the New Latino South and the unresolved tensions that social justice-equity oriented DL/I Latinx educators face when the branding of a state-led program is “instrumental/neoliberal oriented.”
{"title":"Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”","authors":"Spencer Salas, Jatnna Acosta, Jillian La Serna","doi":"10.1080/15505170.2021.1928570","DOIUrl":"https://doi.org/10.1080/15505170.2021.1928570","url":null,"abstract":"Abstract In this article, we leverage in-depth interview to probe a Third Grade teacher’s memories of the 2016–2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina’s new Latinx communities. As our analysis will demonstrate, Mariana Castillo’s interaction with the events of SY 16-17 combined with her still vivid memories as a child immigrant, led to her generalization that she was just another Brown body in the North Carolina piedmont—highlighting the emotional disequilibrium of teaching in the New Latino South and the unresolved tensions that social justice-equity oriented DL/I Latinx educators face when the branding of a state-led program is “instrumental/neoliberal oriented.”","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"343 - 361"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15505170.2021.1928570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-09DOI: 10.1080/15505170.2021.1928568
B. Baker, Jamila R. Siddiqui
Abstract This paper examines what is at stake in the trading zone, where Eco and Techno movements meet, especially in regard to the attributes generally posited as unique to “the human” and upon which compulsory schooling has been historically founded. It offers a thought experiment and investigation into how the simultaneity of Eco and Techno movements highlight what is at stake in schooling’s reliance on attributes such as consciousness and intelligence and considers how historical understandings of compulsory schooling’s projects might be reapproached as a result. Examining research, literatures and movements that frequently make appeal to signifiers like environment or Earth as a site of rescue and restoration, Including the climate strike movement, global youth surveys, EcoCrit literature and their focus on an Anthropocene (the Eco) alongside the faith placed in technological inventions, in particular those associated with artificial intelligence, the transhumanist movement, and a specific version of technofuturism, the paper maps the differential challenges to human centrism (Eco) and human primacy (Techno). Such challenges leave the field with difficult questions about the limits of intentionality, rationality and analysis and the future of violent legacies initially built around the figure of Man.
{"title":"In the trading zone: The eco and the techno at the limits of ‘the human’ and compulsory schooling","authors":"B. Baker, Jamila R. Siddiqui","doi":"10.1080/15505170.2021.1928568","DOIUrl":"https://doi.org/10.1080/15505170.2021.1928568","url":null,"abstract":"Abstract This paper examines what is at stake in the trading zone, where Eco and Techno movements meet, especially in regard to the attributes generally posited as unique to “the human” and upon which compulsory schooling has been historically founded. It offers a thought experiment and investigation into how the simultaneity of Eco and Techno movements highlight what is at stake in schooling’s reliance on attributes such as consciousness and intelligence and considers how historical understandings of compulsory schooling’s projects might be reapproached as a result. Examining research, literatures and movements that frequently make appeal to signifiers like environment or Earth as a site of rescue and restoration, Including the climate strike movement, global youth surveys, EcoCrit literature and their focus on an Anthropocene (the Eco) alongside the faith placed in technological inventions, in particular those associated with artificial intelligence, the transhumanist movement, and a specific version of technofuturism, the paper maps the differential challenges to human centrism (Eco) and human primacy (Techno). Such challenges leave the field with difficult questions about the limits of intentionality, rationality and analysis and the future of violent legacies initially built around the figure of Man.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"315 - 342"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15505170.2021.1928568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-09DOI: 10.1080/15505170.2021.1926374
Rebecca M. Long, Albert Stabler
Abstract Disabled university students, as well as disabled faculty, staff, and other community members, face an array of challenges in conducting their studies and in navigating their daily lives. The authors relay their experiences as disabled members of a university community, and recount the work they did to gather information about the experiences of disabled people at the university, and to find a group intended to creatively and supportively address the shortcomings of the institution in meeting the needs of disabled people on campus. Throughout, the authors pay attention to the ways in which disability acts as a significant factor of marginalization for members of institutions, often in interaction with other marginalizing factors.
{"title":"“This is NOT okay:” Building a creative collective against academic ableism","authors":"Rebecca M. Long, Albert Stabler","doi":"10.1080/15505170.2021.1926374","DOIUrl":"https://doi.org/10.1080/15505170.2021.1926374","url":null,"abstract":"Abstract Disabled university students, as well as disabled faculty, staff, and other community members, face an array of challenges in conducting their studies and in navigating their daily lives. The authors relay their experiences as disabled members of a university community, and recount the work they did to gather information about the experiences of disabled people at the university, and to find a group intended to creatively and supportively address the shortcomings of the institution in meeting the needs of disabled people on campus. Throughout, the authors pay attention to the ways in which disability acts as a significant factor of marginalization for members of institutions, often in interaction with other marginalizing factors.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"288 - 314"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15505170.2021.1926374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46848313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-03DOI: 10.1080/15505170.2021.1914245
David Labaree
{"title":"Critical issues in democratic schooling: Curriculum, teaching, and Socio-Political realities","authors":"David Labaree","doi":"10.1080/15505170.2021.1914245","DOIUrl":"https://doi.org/10.1080/15505170.2021.1914245","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"286 - 287"},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15505170.2021.1914245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1080/15505170.2021.1914244
Peaches Hash, Theresa Redmond, Tempestt R. Adams, Jennifer R. Luetkemeyer, Jewel Davis
Abstract As the global pandemic and acts of racial violence continue to impact employees and students across the United States, five members of a university arts-based research group called the Creativity Collaborative came together to support each other. The Creativity Collaborative’s guiding principles of Critical Media Literacy, construction of knowledge, Expressive Arts, and Trauma-Informed Pedagogy led them to find creative ways to sustain themselves and each other through communal visual journaling via Zoom discussions. Members of the Creativity Collaborative then noticed that their work within the group enhanced their work with students. From these insights, the Creativity Collaborative makes suggestions for how higher education leaders can care and support colleagues and students during times of crisis.
{"title":"Leading with care: Sustaining colleagues and students in times of crisis","authors":"Peaches Hash, Theresa Redmond, Tempestt R. Adams, Jennifer R. Luetkemeyer, Jewel Davis","doi":"10.1080/15505170.2021.1914244","DOIUrl":"https://doi.org/10.1080/15505170.2021.1914244","url":null,"abstract":"Abstract As the global pandemic and acts of racial violence continue to impact employees and students across the United States, five members of a university arts-based research group called the Creativity Collaborative came together to support each other. The Creativity Collaborative’s guiding principles of Critical Media Literacy, construction of knowledge, Expressive Arts, and Trauma-Informed Pedagogy led them to find creative ways to sustain themselves and each other through communal visual journaling via Zoom discussions. Members of the Creativity Collaborative then noticed that their work within the group enhanced their work with students. From these insights, the Creativity Collaborative makes suggestions for how higher education leaders can care and support colleagues and students during times of crisis.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"172 - 184"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15505170.2021.1914244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45344728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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