Pub Date : 2024-08-28DOI: 10.1080/03626784.2024.2385309
吴林 Lin Wu
Even as research on teachers of Color increases, there still are few studies that examine Asian American teachers working cross-culturally with Latinx American students in US K–12 schools. This qua...
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Pub Date : 2024-08-26DOI: 10.1080/03626784.2024.2385316
Danielle I. J. Charlemagne
In the US curriculum, The History of Mary Prince (Prince, 1831) is an under-recognized account of Black enslavement and the salt industry in the 19th century. Mary Prince, a Black enslaved woman an...
{"title":"“Salt preserves”: A curriculum of salt in The Autobiography of Mary Prince","authors":"Danielle I. J. Charlemagne","doi":"10.1080/03626784.2024.2385316","DOIUrl":"https://doi.org/10.1080/03626784.2024.2385316","url":null,"abstract":"In the US curriculum, The History of Mary Prince (Prince, 1831) is an under-recognized account of Black enslavement and the salt industry in the 19th century. Mary Prince, a Black enslaved woman an...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1080/03626784.2024.2347866
Rey Hady
To reclaim Indigenous epistemologies and Indigenous ways of producing knowledge (e.g., Shahjahan, 2005b; Smith, 2013), I use a series of vignettes, short biographical reflections, photographic narr...
{"title":"Fragments of reaching home: Curriculum as embodied lived experiences in a transnational Indigenous educational journey","authors":"Rey Hady","doi":"10.1080/03626784.2024.2347866","DOIUrl":"https://doi.org/10.1080/03626784.2024.2347866","url":null,"abstract":"To reclaim Indigenous epistemologies and Indigenous ways of producing knowledge (e.g., Shahjahan, 2005b; Smith, 2013), I use a series of vignettes, short biographical reflections, photographic narr...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"335 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141741472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-26DOI: 10.1080/03626784.2024.2338942
Pablo Montes
This article situates the multiple formations of pedagogical hubs that Two-Spirit, Queer, and Trans (2S/Q/T) Indigenous educators co-constitute with the Land of the Spirit Waters (central and south...
{"title":"(Re)charging Queer Indigenous zones: Pedagogical hub-making with the Land of the Spirit Waters","authors":"Pablo Montes","doi":"10.1080/03626784.2024.2338942","DOIUrl":"https://doi.org/10.1080/03626784.2024.2338942","url":null,"abstract":"This article situates the multiple formations of pedagogical hubs that Two-Spirit, Queer, and Trans (2S/Q/T) Indigenous educators co-constitute with the Land of the Spirit Waters (central and south...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"23 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.1080/03626784.2024.2323883
Cassie J. Brownell
Published in Curriculum Inquiry (Vol. 53, No. 4, 2023)
发表于《课程探索》（第 53 卷第 4 期，2023 年）
{"title":"Critically considering and conceptualizing social contexts as curriculum","authors":"Cassie J. Brownell","doi":"10.1080/03626784.2024.2323883","DOIUrl":"https://doi.org/10.1080/03626784.2024.2323883","url":null,"abstract":"Published in Curriculum Inquiry (Vol. 53, No. 4, 2023)","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"76 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1080/03626784.2023.2285758
Amber M. Neal-Stanley
Throughout history, US schools have often operated as a site of Black suffering, destroying the inherent genius and spirit of Black students. As a result, it is vital for teachers to not only devel...
{"title":"The fugitive spirit of historical Black women teachers: Theorizing hush harbors as praxis","authors":"Amber M. Neal-Stanley","doi":"10.1080/03626784.2023.2285758","DOIUrl":"https://doi.org/10.1080/03626784.2023.2285758","url":null,"abstract":"Throughout history, US schools have often operated as a site of Black suffering, destroying the inherent genius and spirit of Black students. As a result, it is vital for teachers to not only devel...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138715320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1080/03626784.2023.2276795
Tiffany M. Nyachae
This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of “Race Space” Critical Professional Development (RSCPD) for teachers; that is, a s...
这篇文章揭示了如何通过为教师创建和促进 "种族空间 "批判性专业发展（RSCPD）来实现 Endarkened Feminist Third Space，即...
{"title":"Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development","authors":"Tiffany M. Nyachae","doi":"10.1080/03626784.2023.2276795","DOIUrl":"https://doi.org/10.1080/03626784.2023.2276795","url":null,"abstract":"This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of “Race Space” Critical Professional Development (RSCPD) for teachers; that is, a s...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"77 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/03626784.2023.2274983
Antía González Ben
Instructional resources often assume that students learn best when they have access to a quiet environment. This article interrogates silence’s presumed objectivity and innocuousness as the sonic b...
教学资源通常假设学生在安静的环境中学习效果最好。这篇文章质疑沉默被假定为客观的和无害的。
{"title":"Unmuted: The racial politics of silent classrooms","authors":"Antía González Ben","doi":"10.1080/03626784.2023.2274983","DOIUrl":"https://doi.org/10.1080/03626784.2023.2274983","url":null,"abstract":"Instructional resources often assume that students learn best when they have access to a quiet environment. This article interrogates silence’s presumed objectivity and innocuousness as the sonic b...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"73 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/03626784.2023.2272988
Peter J. Woods
In response to the growing ubiquity of social media, critical media literacy scholars have increasingly called for the examination of online practices and their embedded pedagogies and curricula. In response, I use this paper to reimagine shitposting, a discursive social media practice, as a form of public pedagogy aligned (at times) with critical media literacy education. I begin by engaging extant research to both define shitposting and position the practice beyond the neofascist ends of the alt-right movement that most scholars focus on. Examining this alignment through the lens of critical media literacy, I argue that shitposting exists as an online pedagogical technology that can potentially reorient the network of relationships within social media spheres and expand the possible range of identities for those involved. To illustrate this argument, I conclude with a close reading of posts from two Twitter accounts: dril, an anonymous user who has managed to inform political discourse through his shitposts, and the corporate account for the Sunny Delight Beverage Corporation. I describe how tweets from these accounts engage shitposts in divergent ways. In doing so, I contend that these tweets reveal shitposting’s potential for contributing to the democratic aims of critical media literacy education, but the appropriation of that practice by large corporations and individuals imbued with political power jeopardize that already fraught potential.
{"title":"Shitposting as public pedagogy","authors":"Peter J. Woods","doi":"10.1080/03626784.2023.2272988","DOIUrl":"https://doi.org/10.1080/03626784.2023.2272988","url":null,"abstract":"In response to the growing ubiquity of social media, critical media literacy scholars have increasingly called for the examination of online practices and their embedded pedagogies and curricula. In response, I use this paper to reimagine shitposting, a discursive social media practice, as a form of public pedagogy aligned (at times) with critical media literacy education. I begin by engaging extant research to both define shitposting and position the practice beyond the neofascist ends of the alt-right movement that most scholars focus on. Examining this alignment through the lens of critical media literacy, I argue that shitposting exists as an online pedagogical technology that can potentially reorient the network of relationships within social media spheres and expand the possible range of identities for those involved. To illustrate this argument, I conclude with a close reading of posts from two Twitter accounts: dril, an anonymous user who has managed to inform political discourse through his shitposts, and the corporate account for the Sunny Delight Beverage Corporation. I describe how tweets from these accounts engage shitposts in divergent ways. In doing so, I contend that these tweets reveal shitposting’s potential for contributing to the democratic aims of critical media literacy education, but the appropriation of that practice by large corporations and individuals imbued with political power jeopardize that already fraught potential.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"59 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-11DOI: 10.1080/03626784.2023.2221176
Rodrigo Velásquez-Burgos, Belén Hernando-Lloréns
{"title":"Citizenship education in Chile and the problematization of immigration","authors":"Rodrigo Velásquez-Burgos, Belén Hernando-Lloréns","doi":"10.1080/03626784.2023.2221176","DOIUrl":"https://doi.org/10.1080/03626784.2023.2221176","url":null,"abstract":"","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43712833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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