Pub Date : 2023-10-10DOI: 10.1080/15505170.2023.2262942
Elliott Kuecker
AbstractThis article posits that within American woodworking and wood play school curriculum—across time periods and age ranges—there is a hidden-in-plain-site dimension of care toward non-human things, like tools and wood. Analyzing American teacher guidebooks, curriculum descriptions, educational research journals, technical education magazines, newsletters, school textbooks, and other sources, this study describes how the dimension of care is revealed, despite not being named as an explicit educational purpose. An ethics of care is theorized in this study as quotidian habits of maintenance and reverence toward non-human things. Emphasizing this style of care provides a new way of seeing American wood shop class, and related lessons, away from their vocational backdrop, and provides current educators with inspiration on how woodworking and wood play could be integrated into curriculum concerned with promoting a less anthropocentric ethics in the classroom.Keywords: Careindustrial educationvocational educationwoodworkingethics Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The traditional shop class style of woodworking arrived in United States’ public schools in the late 19th and early 20th centuries to fill the “middle-level-skill vacuum” (p. 47), and “society demanded it be filled, and by the schools” (Venn, Citation1964, p. 47). Woodworking and wood play shows up in many others ways before and after that, but the American woodshop imaginary is dominated by this association between carpentry and vocational education, as so many experienced woodshop class because of this.2 Because I use photographs in the public domain, the images here are largely only from the early 20th century.Additional informationNotes on contributorsElliott KueckerElliott Kuecker is a Teaching Assistant Professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. He teaches archival research, archival processing, and more. Some of his work can be found in the Journal of Childhood Studies, Qualitative Inquiry, International Review of Qualitative Research, Reconceptualizing Educational Research Methodology, and other venues.
{"title":"The dimension of care in American woodshop class and wood play in schools","authors":"Elliott Kuecker","doi":"10.1080/15505170.2023.2262942","DOIUrl":"https://doi.org/10.1080/15505170.2023.2262942","url":null,"abstract":"AbstractThis article posits that within American woodworking and wood play school curriculum—across time periods and age ranges—there is a hidden-in-plain-site dimension of care toward non-human things, like tools and wood. Analyzing American teacher guidebooks, curriculum descriptions, educational research journals, technical education magazines, newsletters, school textbooks, and other sources, this study describes how the dimension of care is revealed, despite not being named as an explicit educational purpose. An ethics of care is theorized in this study as quotidian habits of maintenance and reverence toward non-human things. Emphasizing this style of care provides a new way of seeing American wood shop class, and related lessons, away from their vocational backdrop, and provides current educators with inspiration on how woodworking and wood play could be integrated into curriculum concerned with promoting a less anthropocentric ethics in the classroom.Keywords: Careindustrial educationvocational educationwoodworkingethics Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The traditional shop class style of woodworking arrived in United States’ public schools in the late 19th and early 20th centuries to fill the “middle-level-skill vacuum” (p. 47), and “society demanded it be filled, and by the schools” (Venn, Citation1964, p. 47). Woodworking and wood play shows up in many others ways before and after that, but the American woodshop imaginary is dominated by this association between carpentry and vocational education, as so many experienced woodshop class because of this.2 Because I use photographs in the public domain, the images here are largely only from the early 20th century.Additional informationNotes on contributorsElliott KueckerElliott Kuecker is a Teaching Assistant Professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. He teaches archival research, archival processing, and more. Some of his work can be found in the Journal of Childhood Studies, Qualitative Inquiry, International Review of Qualitative Research, Reconceptualizing Educational Research Methodology, and other venues.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294631","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 : 2023-09-14DOI: 10.1080/15505170.2023.2253752
Laurie Grobman, Colleen English, Jessica B. Schocker, Allison R. Altman-Singles, Guadalupe Kasper, Samantha Kavky, Lolita A. Paff, Jayné Park-Martinez, Brett Spencer
AbstractIn the summer of 2020, a group of 16 faculty and staff working at a small, regional public college that is part of a large state-wide university system created a grassroots initiative to normalize the teaching of race, racism, and antiracism across courses in a variety of disciplines. In this article, we provide an overview of the program along with case studies written by four faculty who transformed their courses to center antiracist content. We conclude with an analysis of the challenges faced by these faculty throughout the process, focusing on how this work requires transforming content through a paradigm shift and considering the greater sociopolitical and emotional climate. Despite limitations, we conclude that the initiative has had a significant impact on our college, ensuring that an increasing number of students on our campus encounter antiracist content across the curriculum.Keywords: Antiracismwhite supremacycourse revisioncurriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLaurie GrobmanLaurie Grobman is a distinguished professor of English and women’s, gender, and sexuality studies at Penn State Berks. She is a social justice educator, regularly facilitating community-engaged scholarship and pedagogy to (re)write local histories of marginalized ethnic, racial, socioeconomic and cultural communities in Berks County and the city of Reading in Pennsylvania. Her article, “‘Engaging Race’: Critical Race Inquiry and Community-Engaged Scholarship,” received the 2018 NCTE Richard C. Ohmann Outstanding Article in College English Award. She has published several books, including the coauthored Major Decisions: College, Career, and the Case for the Humanities (University of Pennsylvania Press, 2020).Colleen EnglishColleen English is an Associate Professor of Kinesiology at Penn State Berks. Her research centers on the philosophical and historical dimensions of sport, specifically focusing on gender in sport.Jessica B. SchockerJessica B. Schocker is an Associate Professor of Social Studies Education and Women’s Studies at Penn State Berks. Her scholarship focuses on issues of race and justice in social studies education. She has published and presented research on methods for and outcomes of teaching about and through the experiences of Black women in American History; teaching about race and racism to our youngest learners; and confronting the Civic Empowerment Gap.Allison R. Altman-SinglesAllison R. Altman-Singles is an Associate Professor of Kinesiology and Associate Professor of Mechanical Engineering at Penn State Berks. Her research focuses on the mechanical consequence of gait and functional movement on bone and the musculoskeletal system.Guadalupe KasperGuadalupe Kasper is Assistant Teaching Professor in Education and has been teaching at Penn State Berks for 20 years. Trained in cultural and linguistic anthropology, Guadalupe teaches general
2014年，她获得了梅洛商业经典奖(MERLOT Classics Award In Business)，这是一项同行评议的全国性认可，她与人合作编写了一个堪称典范的在线学习资源。她在教学教授会议委员会、学院教学编辑委员会任职，并就各种主题领导教师发展研讨会。洛丽塔在新泽西学院获得会计学学士学位，在西顿霍尔大学获得工商管理硕士学位，在里海大学获得商业和经济学博士学位。jayn<e:1> Park-Martinez是宾夕法尼亚州立大学博克分校科学系的助理教学教授和规划研究与评估办公室的协调员。布雷特·斯宾塞是宾夕法尼亚州立大学伯克分校图恩图书馆的一名参考馆员。他拥有南密西西比大学的图书馆与信息科学硕士学位和历史文学硕士学位。
{"title":"Antiracism across the curriculum: A grassroots faculty initiative","authors":"Laurie Grobman, Colleen English, Jessica B. Schocker, Allison R. Altman-Singles, Guadalupe Kasper, Samantha Kavky, Lolita A. Paff, Jayné Park-Martinez, Brett Spencer","doi":"10.1080/15505170.2023.2253752","DOIUrl":"https://doi.org/10.1080/15505170.2023.2253752","url":null,"abstract":"AbstractIn the summer of 2020, a group of 16 faculty and staff working at a small, regional public college that is part of a large state-wide university system created a grassroots initiative to normalize the teaching of race, racism, and antiracism across courses in a variety of disciplines. In this article, we provide an overview of the program along with case studies written by four faculty who transformed their courses to center antiracist content. We conclude with an analysis of the challenges faced by these faculty throughout the process, focusing on how this work requires transforming content through a paradigm shift and considering the greater sociopolitical and emotional climate. Despite limitations, we conclude that the initiative has had a significant impact on our college, ensuring that an increasing number of students on our campus encounter antiracist content across the curriculum.Keywords: Antiracismwhite supremacycourse revisioncurriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLaurie GrobmanLaurie Grobman is a distinguished professor of English and women’s, gender, and sexuality studies at Penn State Berks. She is a social justice educator, regularly facilitating community-engaged scholarship and pedagogy to (re)write local histories of marginalized ethnic, racial, socioeconomic and cultural communities in Berks County and the city of Reading in Pennsylvania. Her article, “‘Engaging Race’: Critical Race Inquiry and Community-Engaged Scholarship,” received the 2018 NCTE Richard C. Ohmann Outstanding Article in College English Award. She has published several books, including the coauthored Major Decisions: College, Career, and the Case for the Humanities (University of Pennsylvania Press, 2020).Colleen EnglishColleen English is an Associate Professor of Kinesiology at Penn State Berks. Her research centers on the philosophical and historical dimensions of sport, specifically focusing on gender in sport.Jessica B. SchockerJessica B. Schocker is an Associate Professor of Social Studies Education and Women’s Studies at Penn State Berks. Her scholarship focuses on issues of race and justice in social studies education. She has published and presented research on methods for and outcomes of teaching about and through the experiences of Black women in American History; teaching about race and racism to our youngest learners; and confronting the Civic Empowerment Gap.Allison R. Altman-SinglesAllison R. Altman-Singles is an Associate Professor of Kinesiology and Associate Professor of Mechanical Engineering at Penn State Berks. Her research focuses on the mechanical consequence of gait and functional movement on bone and the musculoskeletal system.Guadalupe KasperGuadalupe Kasper is Assistant Teaching Professor in Education and has been teaching at Penn State Berks for 20 years. Trained in cultural and linguistic anthropology, Guadalupe teaches general ","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910617","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 : 2023-07-10DOI: 10.1080/15505170.2023.2233449
Younkyung Hong
{"title":"Phenomenological inquiry of transnational whiteness and spatiality of U.S. teacher education","authors":"Younkyung Hong","doi":"10.1080/15505170.2023.2233449","DOIUrl":"https://doi.org/10.1080/15505170.2023.2233449","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44279609","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 : 2023-07-03DOI: 10.1080/15505170.2023.2236472
S. Tanner, Erin Miller
{"title":"What are we?","authors":"S. Tanner, Erin Miller","doi":"10.1080/15505170.2023.2236472","DOIUrl":"https://doi.org/10.1080/15505170.2023.2236472","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"185 - 187"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42348601","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 : 2023-07-03DOI: 10.1080/15505170.2022.2032490
Audrey Lensmire
Abstract The Civic Literacy Project (CLP) was created, by colleagues and me, out of a concern for how future teachers learn to teach in field-based experiences. In this article I describe the CLP curriculum-making experiences of two future teachers, one Somali-American and one white, with a small group of 5th graders who wanted to learn about the Border Wall during the Trump Regime. I examine how the future teachers’ conception of teaching and curriculum was crucially informed by listening to and working with their young students. Too often, as teacher educators, we create and sanction field experiences for future teachers that teach compliance to failing systems where children are seen as passive recipients of prepackaged curriculum. CLP was grounded in pedagogies of progressive, critical, and inquiry learning traditions which take children’s topics of concern as the basis of curriculum making. I argue for transformative change in teacher education’s approach to field experiences for future teachers—including collaboration instead of surveillance and co-inquiry instead of allegiance to scripted curriculum.
{"title":"Children teaching future teachers: A civic literacy project on the Border Wall during the Trump regime","authors":"Audrey Lensmire","doi":"10.1080/15505170.2022.2032490","DOIUrl":"https://doi.org/10.1080/15505170.2022.2032490","url":null,"abstract":"Abstract The Civic Literacy Project (CLP) was created, by colleagues and me, out of a concern for how future teachers learn to teach in field-based experiences. In this article I describe the CLP curriculum-making experiences of two future teachers, one Somali-American and one white, with a small group of 5th graders who wanted to learn about the Border Wall during the Trump Regime. I examine how the future teachers’ conception of teaching and curriculum was crucially informed by listening to and working with their young students. Too often, as teacher educators, we create and sanction field experiences for future teachers that teach compliance to failing systems where children are seen as passive recipients of prepackaged curriculum. CLP was grounded in pedagogies of progressive, critical, and inquiry learning traditions which take children’s topics of concern as the basis of curriculum making. I argue for transformative change in teacher education’s approach to field experiences for future teachers—including collaboration instead of surveillance and co-inquiry instead of allegiance to scripted curriculum.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"250 - 272"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173792","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 : 2023-06-08DOI: 10.1080/15505170.2023.2217779
Nicanora Wächter, Spencer Salas, Marco Barbone-Maafi
{"title":"“Half of myself is—feels German”: Storying Migrationshintergrund teachers’ hybrid identities","authors":"Nicanora Wächter, Spencer Salas, Marco Barbone-Maafi","doi":"10.1080/15505170.2023.2217779","DOIUrl":"https://doi.org/10.1080/15505170.2023.2217779","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954145","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 : 2023-04-03DOI: 10.1080/15505170.2023.2201564
Erin T. Miller, S. Tanner
{"title":"Lean in and refuse silence: An editorial invitation","authors":"Erin T. Miller, S. Tanner","doi":"10.1080/15505170.2023.2201564","DOIUrl":"https://doi.org/10.1080/15505170.2023.2201564","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"91 - 92"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562714","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 : 2023-03-31DOI: 10.1080/15505170.2023.2191355
David W. Jardine
{"title":"An early childhood education","authors":"David W. Jardine","doi":"10.1080/15505170.2023.2191355","DOIUrl":"https://doi.org/10.1080/15505170.2023.2191355","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302742","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 : 2023-03-31DOI: 10.1080/15505170.2023.2169972
Linda M. Waldron, Brooke Covington, S. Palmer
{"title":"Critical pedagogy, counterstorytelling, and the interdisciplinary power of podcasts","authors":"Linda M. Waldron, Brooke Covington, S. Palmer","doi":"10.1080/15505170.2023.2169972","DOIUrl":"https://doi.org/10.1080/15505170.2023.2169972","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704383","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 : 2023-03-24DOI: 10.1080/15505170.2023.2187900
James Hobbs, L. Whitsett
{"title":"Severed connections and timely reflections: A collaborative autoethnography navigating uncertainty amid COVID-19 in higher education","authors":"James Hobbs, L. Whitsett","doi":"10.1080/15505170.2023.2187900","DOIUrl":"https://doi.org/10.1080/15505170.2023.2187900","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48917071","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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