Pub Date : 2022-07-20DOI: 10.1080/15505170.2022.2094510
Rachel Horst, D. Gladwin
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Pub Date : 2022-07-19DOI: 10.1080/15505170.2022.2098207
Adrian M. Downey
{"title":"Mourning The Chrysalids: Currere, affect, and letting go","authors":"Adrian M. Downey","doi":"10.1080/15505170.2022.2098207","DOIUrl":"https://doi.org/10.1080/15505170.2022.2098207","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47413783","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 : 2022-07-13DOI: 10.1080/15505170.2022.2098209
Meir Muller
{"title":"Anne and Emmett: University education students’ reactions to a course in countering racism and antisemitism in the classroom","authors":"Meir Muller","doi":"10.1080/15505170.2022.2098209","DOIUrl":"https://doi.org/10.1080/15505170.2022.2098209","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45529151","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 : 2022-07-03DOI: 10.1080/15505170.2022.2100671
S. Tanner
In our previous editorial note, we wrote about our commitment to cultivating curricula and pedagogies that are unbound. Scholarship and art that doesn’t follow scripts or templates. Improvisational work that challenges us to think and to behave differently. It seems worth returning to that commitment as we frame this issue. The summer of 2022 seems especially fraught. So much energy is being spent trying to bind what happens in schools and universities. Troubling laws are being passed in the United States and around the world that will limit the capacity for teachers, scholars, and activists to engage in dialogue or inquiry that speaks back to power. Powerful forces are at play that would suppress critical work that challenges the status quo. Spend 15 minutes on social media, and it’s hard to avoid the almost scripted debate about what is or what should be happening in schools and society. This is a hard time to be a teacher or scholar. This is especially true for those of us with commitments to criticality. Those of us who care about humanizing each other through our work to grapple with white supremacy, neoliberalism, and increasing scrutiny on the field of teaching and learning. We believe teaching and learning are always about becoming. Knowing more. Figuring out how to cultivate and live in a more peaceful, more just, more equitable reality. We believe such a task is always served best through the affirmation of difference. So many of the laws and discourses circulating right now would negate difference in favor of curricula and pedagogies that serve the status quo. Binding our schools and societies to histories of oppression rather than opening us up to not-yet-imagined futures. We remain grateful to serve the Journal of Curriculum and Pedagogy. We are thankful to participate in the Curriculum and Pedagogy group. These are sites of possibility for us to remain in relation with difference. To be open to being changed by each other. The five pieces you’ll read in this issue are relevant, challenging, and it is our hope that they’ll help you remain open to the possibility of an unscripted future in our field. In our schools and society, too. *** “So my grandfather’s two tours meant nothing?”: Students struggle with the weight and responsibility of war by Brian Gibbs describes the implementation of a co-created (teacher and researcher) unit of instruction focused on the teaching of war that uses critical lens and emphasizes anti-war movements. This study focused on two essential questions—What is a just war and how do we end war?—and suggested that students gained insight into how to use their agency but felt overwhelmed and under practiced to create change in reality. In Talking complicity, breathing coloniality: Interrogating settler-centric pedagogy of teaching about white settler colonialism, Shaista Aziz Patel argues that teaching students to think about white settlers’ and racialized non-black people’s complicity in settler https://doi.or
在我们之前的社论中，我们写过我们致力于培养不受束缚的课程和教学法。不遵循剧本或模板的学术和艺术。即兴的工作，挑战我们的想法和行为不同。在我们提出这一问题时，似乎值得回到这一承诺上来。2022年夏天似乎尤其令人担忧。如此多的精力被花费在试图约束学校和大学发生的事情上。美国和世界各地正在通过一些令人不安的法律，这些法律将限制教师、学者和活动人士进行对话或质疑权力的能力。一些强大的力量正在发挥作用，压制挑战现状的关键工作。花15分钟在社交媒体上，很难避免几乎照本宣本的辩论，即学校和社会正在发生什么或应该发生什么。这是一个教师或学者的艰难时期。对于我们这些致力于临界的人来说尤其如此。我们这些关心通过努力与白人至上主义、新自由主义以及对教学领域日益严格的审查作斗争而使彼此人性化的人。我们相信教学和学习永远是关于成为。了解更多。如何培养和生活在一个更和平、更公正、更公平的现实中。我们认为，肯定差异总是能最好地完成这项任务。现在流传的许多法律和论述都否定了差异，而支持维持现状的课程和教学法。把我们的学校和社会束缚在压迫的历史上，而不是让我们走向尚未想象的未来。我们仍然很感激能为《课程与教育学杂志》服务。我们非常感谢参加课程与教学法小组。这些都是我们与差异保持联系的可能性。愿意接受彼此的改变。你将在本期中读到的五篇文章是相关的，具有挑战性的，我们希望它们能帮助你在我们的领域保持开放的心态，迎接一个没有剧本的未来。在我们的学校和社会中也是如此。“所以我祖父的两次旅行毫无意义?”:布赖恩·吉布斯(Brian Gibbs)的《学生与战争的重量和责任作斗争》(Students struggle with the weight and responsibility of war)描述了一个共同创建的(教师和研究人员)教学单元的实施，该单元侧重于战争教学，使用批判的视角，强调反战运动。这项研究集中在两个基本问题上:什么是正义的战争，我们如何结束战争?并建议学生们深入了解如何利用他们的能动性，但在现实中创造变化时感到不知所措和缺乏实践。在《谈论共谋，呼吸殖民:质疑以定居者为中心的白人定居者殖民主义教学方法》一书中，Shaista Aziz Patel认为，教育学生思考白人定居者和种族化的非黑人在定居者中的共谋https://doi.org/10.1080/15505170.2022.2100671
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Pub Date : 2022-06-30DOI: 10.1080/15505170.2022.2094509
Farah Virani-Murji
{"title":"The difficult search for belonging for Canadian-born Ismaili Muslim adolescents in Toronto, Canada","authors":"Farah Virani-Murji","doi":"10.1080/15505170.2022.2094509","DOIUrl":"https://doi.org/10.1080/15505170.2022.2094509","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41448396","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 : 2022-04-04DOI: 10.1080/15505170.2022.2052772
S. H. DiMuzio*
Abstract Institutions of higher education have recently been embroiled in a series of controversies concerning two related, though hotly contested ideas: the creation of safe space and the preservation of free speech. On one hand, there is a demand for institutional safe spaces—literal refuges or broad university norms that create a sense of inclusion for marginalized students—while on the other hand there is a clarion call for free speech, which seeks to uphold values of ideological diversity in the campus community. The author analyzes these competing claims for justice in higher education communities by drawing on (1) critical curriculum theory, to illustrate why these “campus culture wars” should be understood as a curricular debate, and (2) democratic education theory to demonstrate that both safe space and free speech advocates assume the purpose of higher education is a democratic education. The article concludes that there is an educational and democratic imperative to resist the false binary of the safe space vs. free speech controversy and instead navigate campus controversies with a democratic lens informed by equal emphasis on Gutmann’s (1987) two democratic principles: nondiscrimination and non-repression.
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Pub Date : 2022-04-03DOI: 10.1080/15505170.2022.2074185
Erin T. Miller, S. Tanner
{"title":"Curriculum and Pedagogy Unbound","authors":"Erin T. Miller, S. Tanner","doi":"10.1080/15505170.2022.2074185","DOIUrl":"https://doi.org/10.1080/15505170.2022.2074185","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"93 - 94"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49401530","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 : 2022-03-02DOI: 10.1080/15505170.2022.2042878
M. Cook, J. Chisholm, Taylor Rose-Dougherty
Abstract This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus conversation on critical content. While fewer in number, these critical moments suggest hope. The authors offer implications for the field in supporting PST engagement with and facilitation of critical talk.
{"title":"Preservice teachers and discursive shielding during critical conversations","authors":"M. Cook, J. Chisholm, Taylor Rose-Dougherty","doi":"10.1080/15505170.2022.2042878","DOIUrl":"https://doi.org/10.1080/15505170.2022.2042878","url":null,"abstract":"Abstract This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus conversation on critical content. While fewer in number, these critical moments suggest hope. The authors offer implications for the field in supporting PST engagement with and facilitation of critical talk.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068294","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 : 2022-02-18DOI: 10.1080/15505170.2022.2034684
Michalinos Zembylas
Abstract This paper turns our attention to a rather neglected dimension of (de)colonization, namely, the affective elements of (de)colonization in the context of higher education. Affective decolonization highlights that decolonization has to also happen at the level of affective life. The notion of affective decolonization complements the work taking placing in the realm of “intellectual decolonization” in higher education, by exploring what it would mean to decolonize the deeply affective structures and sensibilities of coloniality entrenched in contemporary universities, especially in the Global North. The analysis traces the potentiality of a particular affect, namely, decolonizing solidarity, and illustrates how it might be possible to build deep decolonizing solidarities within and across higher education institutions. The paper proposes that the deployment of a “public pedagogy” of decolonizing solidarity pays explicit attention to affective decolonization and works to create teaching and learning environments in higher education that nurture affective practices of decolonizing solidarity.
{"title":"Toward affective decolonization: Nurturing decolonizing solidarity in higher education","authors":"Michalinos Zembylas","doi":"10.1080/15505170.2022.2034684","DOIUrl":"https://doi.org/10.1080/15505170.2022.2034684","url":null,"abstract":"Abstract This paper turns our attention to a rather neglected dimension of (de)colonization, namely, the affective elements of (de)colonization in the context of higher education. Affective decolonization highlights that decolonization has to also happen at the level of affective life. The notion of affective decolonization complements the work taking placing in the realm of “intellectual decolonization” in higher education, by exploring what it would mean to decolonize the deeply affective structures and sensibilities of coloniality entrenched in contemporary universities, especially in the Global North. The analysis traces the potentiality of a particular affect, namely, decolonizing solidarity, and illustrates how it might be possible to build deep decolonizing solidarities within and across higher education institutions. The paper proposes that the deployment of a “public pedagogy” of decolonizing solidarity pays explicit attention to affective decolonization and works to create teaching and learning environments in higher education that nurture affective practices of decolonizing solidarity.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46827158","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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