Pub Date : 2022-02-17DOI: 10.1080/15505170.2022.2039333
E. Rutter, Gabriel B. Tait
Abstract Drawing on theories of antiracist pedagogy, pandemic pedagogy, and racial identity development, this article demonstrates the benefits of campus-wide virtual conversations, arguing that they provide students in particular with salient opportunities to synthesize antiracist theory and praxis while further developing their racial identities. Using data from two such campus conversations, “Antiracism, Intersectionality, and Empowerment” and “Racial Trauma and White Fragility,” we offer a series of effective strategies, lessons learned, and preliminary antiracist outcomes. We suggest that campus-wide virtual forums on antiracism assist in building the interracial, intergenerational, and interdisciplinary coalitions necessary to begin to institutionalize antiracist praxis in a predominantly white university setting.
{"title":"Necessity is the mother of invention: Virtual campus conversations on antiracism during the pandemic and beyond","authors":"E. Rutter, Gabriel B. Tait","doi":"10.1080/15505170.2022.2039333","DOIUrl":"https://doi.org/10.1080/15505170.2022.2039333","url":null,"abstract":"Abstract Drawing on theories of antiracist pedagogy, pandemic pedagogy, and racial identity development, this article demonstrates the benefits of campus-wide virtual conversations, arguing that they provide students in particular with salient opportunities to synthesize antiracist theory and praxis while further developing their racial identities. Using data from two such campus conversations, “Antiracism, Intersectionality, and Empowerment” and “Racial Trauma and White Fragility,” we offer a series of effective strategies, lessons learned, and preliminary antiracist outcomes. We suggest that campus-wide virtual forums on antiracism assist in building the interracial, intergenerational, and interdisciplinary coalitions necessary to begin to institutionalize antiracist praxis in a predominantly white university setting.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48036494","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 : 2022-02-11DOI: 10.1080/15505170.2022.2034682
Kate Attfield
Abstract Rudolf Steiner’s international Waldorf education is comparatively under-researched for a 100-year-old education movement which thrives globally. What is further unknown in academic educational circles is the specific study of the “feeling-life,” the middle period of childhood in Waldorf education, of children aged 7 through 14. This article assesses the holistic nature of the Waldorf grade school, and its child-centered, creative pedagogy. Using work by Lani Florian and colleagues, the article scrutinizes the extent to which Waldorf education is able and well-suited to accommodate all learner types. Fifteen Waldorf teaching advisors and teacher trainers from the U.S., the UK and Germany were invited to assess the inclusive outlook of their Waldorf grade school. The findings show internationally and inter-regionally diverse and contrasting practices; a route informed by inclusive pedagogy sustains child development and leads to young citizenship. Recommendations are of productive collaboration between schools’ networks and for Waldorf educational studies to forge connections with the wider educational academic sphere, and to share their application of creativity and restorative and inclusive practices.
{"title":"The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education","authors":"Kate Attfield","doi":"10.1080/15505170.2022.2034682","DOIUrl":"https://doi.org/10.1080/15505170.2022.2034682","url":null,"abstract":"Abstract Rudolf Steiner’s international Waldorf education is comparatively under-researched for a 100-year-old education movement which thrives globally. What is further unknown in academic educational circles is the specific study of the “feeling-life,” the middle period of childhood in Waldorf education, of children aged 7 through 14. This article assesses the holistic nature of the Waldorf grade school, and its child-centered, creative pedagogy. Using work by Lani Florian and colleagues, the article scrutinizes the extent to which Waldorf education is able and well-suited to accommodate all learner types. Fifteen Waldorf teaching advisors and teacher trainers from the U.S., the UK and Germany were invited to assess the inclusive outlook of their Waldorf grade school. The findings show internationally and inter-regionally diverse and contrasting practices; a route informed by inclusive pedagogy sustains child development and leads to young citizenship. Recommendations are of productive collaboration between schools’ networks and for Waldorf educational studies to forge connections with the wider educational academic sphere, and to share their application of creativity and restorative and inclusive practices.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42213213","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 : 2022-02-10DOI: 10.1080/15505170.2022.2025958
Nicole Land
Abstract Drawing on public writing from a pedagogical inquiry research project collaboration between three early childhood educators, a pedagogist-researcher, and preschool-aged children, this article debates how pedagogical inquiry research becomes “hard work.” Against the backdrop of mainstream early childhood education in the lands currently known as Canada, where research is often conducted toward producing universalized best practices or contributing to the machine of child development, this article pays patient attention to rhythms, tensions, and practices of attuning that animated our research, pausing and unpacking moments that felt especially like “hard work.” Refusing to see “hard work” for its colloquial neoliberal connotations, we ask how hard work happens and how hard work makes happen. Thinking with three modes of hard work—remembering, dis/placing and re-placing, and manifesting into a commons—we share questions and encounters that crafted a character of hardness within our laboring together. Importantly, we resist naming all that might be hard work in pedagogical inquiry research, instead inviting readers to consider the situated, slippery, and continually made and re-made contours of hard work in pedagogical inquiry research.
{"title":"On hard work in early childhood education pedagogical inquiry research—Or, how do we do hard work while researching together?","authors":"Nicole Land","doi":"10.1080/15505170.2022.2025958","DOIUrl":"https://doi.org/10.1080/15505170.2022.2025958","url":null,"abstract":"Abstract Drawing on public writing from a pedagogical inquiry research project collaboration between three early childhood educators, a pedagogist-researcher, and preschool-aged children, this article debates how pedagogical inquiry research becomes “hard work.” Against the backdrop of mainstream early childhood education in the lands currently known as Canada, where research is often conducted toward producing universalized best practices or contributing to the machine of child development, this article pays patient attention to rhythms, tensions, and practices of attuning that animated our research, pausing and unpacking moments that felt especially like “hard work.” Refusing to see “hard work” for its colloquial neoliberal connotations, we ask how hard work happens and how hard work makes happen. Thinking with three modes of hard work—remembering, dis/placing and re-placing, and manifesting into a commons—we share questions and encounters that crafted a character of hardness within our laboring together. Importantly, we resist naming all that might be hard work in pedagogical inquiry research, instead inviting readers to consider the situated, slippery, and continually made and re-made contours of hard work in pedagogical inquiry research.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"228 - 249"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46176062","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 : 2022-02-07DOI: 10.1080/15505170.2022.2025957
Seth A. McCall
Abstract After generations of codifying curriculum, the Reconceptualization turned away from codified curriculum to better understand curriculum. Just as before the Reconceptualization, problematic curricula continue to proliferate creating a troubling inheritance. This paper turns to one such troubling inheritance, the problematic curriculum of Hirsch et al. (2002). Recognizing the field’s limited influence in large-scale curriculum development, this paper considers what it might mean to “accept (some) educational responsibility” for a troubling inheritance. Drawing on the concept of the anarchive, both that which is left out of archives and the surplus value of archives, this paper develops an approach to anarchival assemblage art with problematic curricula. While the field’s relationship with schools provides a source of simmering conflict within the field, this paper argues for an experimental approach to the troubling inheritance of problematic curricula, reactivating it in new events to find out what else it might do.
{"title":"A troubling inheritance: Experimenting with problematic curricula","authors":"Seth A. McCall","doi":"10.1080/15505170.2022.2025957","DOIUrl":"https://doi.org/10.1080/15505170.2022.2025957","url":null,"abstract":"Abstract After generations of codifying curriculum, the Reconceptualization turned away from codified curriculum to better understand curriculum. Just as before the Reconceptualization, problematic curricula continue to proliferate creating a troubling inheritance. This paper turns to one such troubling inheritance, the problematic curriculum of Hirsch et al. (2002). Recognizing the field’s limited influence in large-scale curriculum development, this paper considers what it might mean to “accept (some) educational responsibility” for a troubling inheritance. Drawing on the concept of the anarchive, both that which is left out of archives and the surplus value of archives, this paper develops an approach to anarchival assemblage art with problematic curricula. While the field’s relationship with schools provides a source of simmering conflict within the field, this paper argues for an experimental approach to the troubling inheritance of problematic curricula, reactivating it in new events to find out what else it might do.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"206 - 227"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117747","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 : 2022-02-02DOI: 10.1080/15505170.2021.2022036
B. Ngo, Betsy Maloney Leaf, Diana Chandara
Abstract This study draws on ethnographic research from three co-ethnic community-based, arts programs serving immigrant youth to examine the ways in which immigrant educators serve as “curriculum texts” for youth. It illustrates the curricular nature of the experiences, being and interactions of immigrant educators who share with youth the same racialized ethnic backgrounds, languages, and cultural heritage. It significantly contributes to the re-imagining of the possibilities for education across formal and non-formal settings, and the re-valuing of the work of co-ethnic community-based organizations and their immigrant staff. Against the backdrop of a paucity of teachers of color, exploring the curricular contributions of minoritized educators in out-of-school contexts is critical for understanding significance of minoritized educators for advancing culturally relevant pedagogy.
{"title":"Immigrant educators as curriculum texts: The praxis within co-ethnic community-based arts programs","authors":"B. Ngo, Betsy Maloney Leaf, Diana Chandara","doi":"10.1080/15505170.2021.2022036","DOIUrl":"https://doi.org/10.1080/15505170.2021.2022036","url":null,"abstract":"Abstract This study draws on ethnographic research from three co-ethnic community-based, arts programs serving immigrant youth to examine the ways in which immigrant educators serve as “curriculum texts” for youth. It illustrates the curricular nature of the experiences, being and interactions of immigrant educators who share with youth the same racialized ethnic backgrounds, languages, and cultural heritage. It significantly contributes to the re-imagining of the possibilities for education across formal and non-formal settings, and the re-valuing of the work of co-ethnic community-based organizations and their immigrant staff. Against the backdrop of a paucity of teachers of color, exploring the curricular contributions of minoritized educators in out-of-school contexts is critical for understanding significance of minoritized educators for advancing culturally relevant pedagogy.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"160 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48732370","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 : 2022-01-27DOI: 10.1080/15505170.2021.2004955
Kelly W. Guyotte, Carlson H. Coogler, Maureen A. Flint
Abstract In this article, we think-with nots, knots, and (k)nots in the interstices of theory, methodology, pedagogy, and art. We define the (k)not as a bringing together of nots—openings toward creativity, mapping, and disruption—and knots—openings toward connection, entanglement, and speculative futures. Playing (k)nots within our own relations, we-three-and-more are entangled in a complex (k)not of teachers and students, mentors and mentees, friends and collaborators, artists and scholars, who all share lived experiences in/with qualitative inquiry. Thinking with and creating the (k)not as a type of visual string figuring, we pass art back and forth with one another in this artful and pedagogical experiment. Inspired by Donna Haraway, we are pedagogical kin, string figurers who ask together, what do these (k)nots produce in pedagogy as well as in methodology? What sort of living-thinking-being are we worlding together?
{"title":"I am with you: Artful (k)nottings in/with qualitative pedagogy","authors":"Kelly W. Guyotte, Carlson H. Coogler, Maureen A. Flint","doi":"10.1080/15505170.2021.2004955","DOIUrl":"https://doi.org/10.1080/15505170.2021.2004955","url":null,"abstract":"Abstract In this article, we think-with nots, knots, and (k)nots in the interstices of theory, methodology, pedagogy, and art. We define the (k)not as a bringing together of nots—openings toward creativity, mapping, and disruption—and knots—openings toward connection, entanglement, and speculative futures. Playing (k)nots within our own relations, we-three-and-more are entangled in a complex (k)not of teachers and students, mentors and mentees, friends and collaborators, artists and scholars, who all share lived experiences in/with qualitative inquiry. Thinking with and creating the (k)not as a type of visual string figuring, we pass art back and forth with one another in this artful and pedagogical experiment. Inspired by Donna Haraway, we are pedagogical kin, string figurers who ask together, what do these (k)nots produce in pedagogy as well as in methodology? What sort of living-thinking-being are we worlding together?","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"117 - 141"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833631","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 : 2022-01-27DOI: 10.1080/15505170.2021.2004956
Bretton A. Varga, Vonzell Agosto
Abstract This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants’ artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy.
{"title":"A constellation of (artistic) voices: Assembling historically provocative artwork and (e)merging racial perceptions","authors":"Bretton A. Varga, Vonzell Agosto","doi":"10.1080/15505170.2021.2004956","DOIUrl":"https://doi.org/10.1080/15505170.2021.2004956","url":null,"abstract":"Abstract This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants’ artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"142 - 159"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300360","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 : 2022-01-18DOI: 10.1080/15505170.2021.2004957
R. LeBlanc
Abstract In this article, I leverage the sociological insights of Randall Collins to examine contemporary accounts of “fun teaching” in teacher education: the pervasive mood of “fun,” “energy,” and “enthusiasm” in North American education faculties and popular teacher professional development literature. Focusing on Collins’ micro-sociological account of emotional energy in face-to-face interaction, I ask: What are the situational dynamics of “fun” teaching? Why have the related discourses of “fun,” “energy,” and “enthusiasm” become the obligatory mood of teaching and teacher education? As a starting point, I examine the highly-trafficked teacher professional development resource, Teach like a PIRATE (Burgess, 2012), and consider how an interaction ritual chains approach helps us understand underlying conceptions of “fun” as a situational dynamic. I conclude by outlining the implications of our current focus on “fun teaching” in a digitally-mediated world for scholars working in teacher education.
{"title":"Being a ‘fun’ teacher: An interaction ritual chains approach","authors":"R. LeBlanc","doi":"10.1080/15505170.2021.2004957","DOIUrl":"https://doi.org/10.1080/15505170.2021.2004957","url":null,"abstract":"Abstract In this article, I leverage the sociological insights of Randall Collins to examine contemporary accounts of “fun teaching” in teacher education: the pervasive mood of “fun,” “energy,” and “enthusiasm” in North American education faculties and popular teacher professional development literature. Focusing on Collins’ micro-sociological account of emotional energy in face-to-face interaction, I ask: What are the situational dynamics of “fun” teaching? Why have the related discourses of “fun,” “energy,” and “enthusiasm” become the obligatory mood of teaching and teacher education? As a starting point, I examine the highly-trafficked teacher professional development resource, Teach like a PIRATE (Burgess, 2012), and consider how an interaction ritual chains approach helps us understand underlying conceptions of “fun” as a situational dynamic. I conclude by outlining the implications of our current focus on “fun teaching” in a digitally-mediated world for scholars working in teacher education.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"188 - 205"},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313195","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 : 2021-11-17DOI: 10.1080/15505170.2021.1964114
Kari A. Lerum
Abstract This article examines the challenges and opportunities of teaching an online university seminar on Death Rituals in the midst of several domestic and global crises, including: the COVID-19 pandemic; the massive uprising for Black Lives and against police homicides of unarmed Black individuals; and the climate crisis. In light of these ongoing emergencies, as well as increased cultural attention to their structural intersections, this article makes the case for radical inter and trans disciplinarity when teaching about death and dying. Specifically, the article calls for incorporating death positive and anti-racist pedagogies, while also making space for grief and ritual on both experiential and theoretical levels. The article first provides an overview of the dominant disciplinary frameworks for teaching about death and dying, followed by a description of the author’s personal stakes as well as the political context of the course. Next is a summary of the author’s guiding pedagogical, theoretical, and philosophical frameworks, with examples of how they were operationalized in the course’s design and delivery. The article concludes with a reflexive assessment of this class and provides suggestions for future teaching in death and dying.
{"title":"Teaching death ritual during states of emergency: Centering death positivity, anti-racism, grief, & ritual","authors":"Kari A. Lerum","doi":"10.1080/15505170.2021.1964114","DOIUrl":"https://doi.org/10.1080/15505170.2021.1964114","url":null,"abstract":"Abstract This article examines the challenges and opportunities of teaching an online university seminar on Death Rituals in the midst of several domestic and global crises, including: the COVID-19 pandemic; the massive uprising for Black Lives and against police homicides of unarmed Black individuals; and the climate crisis. In light of these ongoing emergencies, as well as increased cultural attention to their structural intersections, this article makes the case for radical inter and trans disciplinarity when teaching about death and dying. Specifically, the article calls for incorporating death positive and anti-racist pedagogies, while also making space for grief and ritual on both experiential and theoretical levels. The article first provides an overview of the dominant disciplinary frameworks for teaching about death and dying, followed by a description of the author’s personal stakes as well as the political context of the course. Next is a summary of the author’s guiding pedagogical, theoretical, and philosophical frameworks, with examples of how they were operationalized in the course’s design and delivery. The article concludes with a reflexive assessment of this class and provides suggestions for future teaching in death and dying.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"40 - 62"},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45075199","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 : 2021-11-02DOI: 10.1080/15505170.2021.1976693
Paul Sherman
{"title":"Hope and joy in education: Engaging Daisaku Ikeda across curriculum and context","authors":"Paul Sherman","doi":"10.1080/15505170.2021.1976693","DOIUrl":"https://doi.org/10.1080/15505170.2021.1976693","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"93 - 96"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43760926","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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