Curriculum Inquiry最新文献

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The fugitive spirit of historical Black women teachers: Theorizing hush harbors as praxis 历史上黑人女教师的逃亡精神：将避风港理论化为实践

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-12-18 DOI: 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...

纵观历史，美国学校往往是黑人受苦受难的地方，摧毁了黑人学生与生俱来的天才和精神。因此，教师不仅要在教学中开发黑人学生的潜能，还要在教学中培养黑人学生的精神。

引用次数: 0

Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development 课程作为女性主义的第三空间：教师专业发展中的替代可能性、修订、互惠和放弃

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-12-08 DOI: 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...

引用次数: 0

Unmuted: The racial politics of silent classrooms 无声课堂中的种族政治

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-11-20 DOI: 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。

引用次数: 0

Shitposting as public pedagogy 作为一种公共教学方法

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-11-02 DOI: 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.

为了应对日益普及的社交媒体，批判性媒体素养学者越来越多地呼吁对在线实践及其嵌入的教学方法和课程进行检查。作为回应，我用这篇论文重新想象了一种社交媒体实践——“倒贴”，作为一种公共教育学形式(有时)与批判性媒体素养教育相一致。首先，我利用现有的研究来定义轮班，并将这种做法定位于大多数学者关注的另类右翼运动的新法西斯主义目标之外。通过批判性媒体素养的视角来审视这种一致性，我认为，“倒贴”作为一种在线教学技术存在，它可能会重新定位社交媒体领域内的关系网络，并扩大相关人员的身份可能范围。为了说明这一论点，我最后仔细阅读了两个Twitter账户的帖子:dril，一个匿名用户，他设法通过他的帖子来告知政治话语，以及Sunny Delight饮料公司的企业账户。我描述了这些账户的推文是如何以不同的方式与垃圾帖子互动的。在这样做的过程中，我认为这些推文揭示了垃圾发帖对批判性媒体素养教育的民主目标做出贡献的潜力，但被大公司和充满政治权力的个人挪用这种做法危及了已经令人担忧的潜力。

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引用次数: 0

Citizenship education in Chile and the problematization of immigration 智利的公民教育与移民问题化

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-07-11 DOI: 10.1080/03626784.2023.2221176

Rodrigo Velásquez-Burgos, Belén Hernando-Lloréns

引用次数: 0

Ferulago angulata Methanolic Extract Protects PC12 Cells Against Beta-amyloid-induced Toxicity. 阿魏乙醇提取物保护PC12细胞免受β -淀粉样蛋白诱导的毒性。

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-07-01 DOI: 10.32598/bcn.2022.919.2

Leila Hashemi, Maliheh Soodi, Homa Hajimehdipoor, Abolfazl Dashti

Introduction: Alzheimer's disease (AD) is an age-dependent neurodegenerative disease. Beta-amyloid (Aβ)-induced neurotoxicity has a pivotal role in AD pathogenesis; therefore, the modulation of Aβ toxicity is the promising therapeutic approach to control the disease progression. Medicinal plants because of their multiple active ingredients are effective in complex diseases, such as AD. Therefore, several studies have studied medicinal plants to find an effective treatment for AD. Ferulago angulata is a medicinal plant with antioxidant and neuroprotective activity. The present study was done to assess the protective effect of the methanolic extract of Ferulago angulate on Aβ-induced toxicity and oxidative stress in PC12 cells.

Methods: The methanolic extract of aerial parts of the plant was prepared by the maceration method. PC12 cells were cultured according to a standard protocol. PC12 cells were incubated for 24 hours with Aβ alone, and Aβ in combination with various concentrations of the F. angulata extract. Cell viability was determined by the methyl thiazole tetrazolium (MTT) assay. Also, reactive oxygen species (ROS) production and the activity of acetylcholine esterase (AChE), glutathione peroxidase (GPx), and caspase-3 enzymes were measured.

Results: The extract dose-dependently protected PC12 cells against Aβ-induced cell death. Also, Aβ increased ROS production, AChE, and caspase-3 activity, and decreased the GPx activity, which all were ameliorated by F. angulata extract.

Conclusion: F. angulata extract protects against Aβ-induced oxidative stress and apoptosis. These effects may be due to the antioxidant and anticholinesterase activity of the extract. It is recommended to assess F. angulata extract as an anti-AD agent.

Highlights: Ferulago angulata extract dose-dependently ameliorates Aβ-induced cytotoxicity in PC12 cells.Aβ induced oxidative stress in PC12 cells, which was attenuated by the F. angulata extract.Aβ increased acetylcholinesterase activity in PC12 cells, which was prevented by the F. angulata extract.

Plain language summary: Alzheimer's disease (AD) is a common form of dementia in the elderly with a complex pathophysiology. Beta-amyloid (Aβ)- induced neurotoxicity plays a pivotal role in AD progression. So far, there is no cure for AD. Medicinal plants contain various pharmacologically active compounds that make them suitable for the treatment of complex diseases. In this study, the anti-AD effect of F. angulata extract was investigated by assessing its protective effect against Aβ-induced toxicity in PC12 cells F. angulata extract improved Aβ-induced toxicity by diminishing oxidative stress and apoptosis. Therefore, F. angulata extract merits further studies for use in the treatment of AD.

阿尔茨海默病(AD)是一种年龄依赖性神经退行性疾病。β -淀粉样蛋白(a β)诱导的神经毒性在AD发病机制中起关键作用;因此，调节Aβ毒性是控制疾病进展的有前途的治疗方法。药用植物由于具有多种有效成分，对AD等复杂疾病有较好的疗效。因此，一些研究对药用植物进行了研究，以寻找治疗AD的有效方法。阿魏是一种具有抗氧化和神经保护作用的药用植物。本研究旨在探讨阿魏醇提物对a β诱导的PC12细胞毒性和氧化应激的保护作用。方法:采用浸渍法制备该植物地上部分的甲醇提取物。按照标准方案培养PC12细胞。分别用Aβ单独和Aβ与不同浓度的角参提取物联合孵育PC12细胞24小时。采用甲基噻唑四唑(MTT)法测定细胞活力。同时测定活性氧(ROS)的产生以及乙酰胆碱酯酶(AChE)、谷胱甘肽过氧化物酶(GPx)和caspase-3酶的活性。结果:提取物对a β诱导的PC12细胞死亡具有剂量依赖性的保护作用。此外，Aβ增加了ROS的生成、AChE和caspase-3的活性，降低了GPx的活性。结论:荆芥提取物具有抗a β诱导的氧化应激和细胞凋亡的作用。这些作用可能是由于提取物的抗氧化和抗胆碱酯酶活性。建议评价角参提取物作为抗ad剂的作用。重点:阿魏提取物剂量依赖性地改善了a β诱导的PC12细胞毒性。Aβ诱导的PC12细胞氧化应激，被角荆芥提取物减弱。Aβ增加了PC12细胞的乙酰胆碱酯酶活性，而黄芪提取物对乙酰胆碱酯酶活性没有抑制作用。摘要:阿尔茨海默病(AD)是老年痴呆症的一种常见形式，具有复杂的病理生理。β -淀粉样蛋白(a β)诱导的神经毒性在阿尔茨海默病的进展中起关键作用。到目前为止，还没有治愈阿尔茨海默病的方法。药用植物含有各种具有药理活性的化合物，使它们适合于治疗复杂的疾病。本研究通过对a β诱导的PC12细胞毒性的保护作用来研究角荆提取物的抗ad作用。角荆提取物通过减少氧化应激和细胞凋亡来改善a β诱导的毒性。因此，马齿苋提取物在AD治疗中的应用值得进一步研究。

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引用次数: 0

“Locked out of Lynn”: A portrait of youth symbolic creativity in a gentrifying city “锁在林恩门外”:一个中产阶级化城市中青年象征性创造力的肖像

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-05-27 DOI: 10.1080/03626784.2023.2219728

R. Jimenez

Abstract In the United States, lower-income urban youth are coming of age in community contexts marked by widespread gentrification and deepening inequality. Yet, the initial changes associated with gentrification are subtle and are often celebrated in local media discourse—creating added uncertainty for youth as they endeavor to make sense of the changes they see. In this article, I investigate how youth from disparate backgrounds began to make sense of urban change through the lens of gentrification. Drawing on concepts from the field of cultural studies, I discuss three kinds of meaning-making that unfolded as the young people in my study began to co-construct shared understandings about the interlocking symbolic, political, and spatial inequalities that comprise gentrification. In turn, I argue that creating space for youth’s creative symbolic work can provide a forum for youth to develop the shared understandings needed to pursue collective action.

摘要在美国，低收入的城市青年正在以普遍的绅士化和日益加深的不平等为标志的社区环境中长大。然而，与士绅化相关的最初变化是微妙的，并且经常在当地媒体的讨论中得到庆祝——这给年轻人带来了更多的不确定性，因为他们试图理解自己所看到的变化。在这篇文章中，我调查了来自不同背景的年轻人是如何开始通过绅士化的视角理解城市变化的。借鉴文化研究领域的概念，我讨论了三种意义形成，这三种意义产生是随着我研究中的年轻人开始共同构建对构成士绅化的象征、政治和空间不平等的共同理解而展开的。反过来，我认为，为青年的创造性象征性工作创造空间可以为青年提供一个论坛，让他们发展集体行动所需的共同理解。

引用次数: 0

Creating space amidst violence 在暴力中创造空间

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-05-27 DOI: 10.1080/03626784.2023.2216505

Gabrielle Monique Warren, Rubén Gaztambide-Fernández

We live in times of compounding crises and ongoing violences. While perhaps not the most violent of times, depending on one’s positionality, context, and circumstances, the impact of the CoVid-19 pandemic along with the dramatic ecological and environmental changes occurring across the globe have in many ways compounded ongoing racial, economic, gender, and colonial violence. in their recently published exchange of letters, Black Canadian author and scholar robyn Maynard and Nishnaabeg cultural worker and scholar leanne Betasamosake Simpson (2022) invite each other— and us as readers—to contemplate what it means to build relationships across differences amidst such violence. in Maynard’s words, “as we are confronted with the crisis of the earth’s viability, then, amidst so many crises, i am writing you so we can think together about what it means for us to build livable lives together in the wreckage” (Maynard & Simpson, 2022, p. 28). the letters between these two influential thinkers inspire us to imagine what it might mean to encounter each other, even if momentarily, to create spaces for joy, generosity, and mutual recognition and uplift which might serve not just as a respite, but as a countermovement against ongoing violence. the kind of exchange that Maynard and Simpson (2022) exemplify as necessary for constituting a liveable present and imagining a future is antithetical to the hierarchical structuring of educational institutions like schools. Maynard and Simpson encounter each other as equals, not in the sense that they are the same or share the same experiences, but rather that they stand on equal footing across differences. this encounter acknowledges these differences and recognizes them as a source of strength that animates the possibilities for a future. in stark contrast, educational processes across colonial and racist institutions like schools are organized by a specific hierarchization of social and cultural differences that produces violence. and yet, as the authors in this issue of Curriculum Inquiry illustrate, these hierarchies and violences are not overdetermined. instead, as educators, we can seek to create liminal moments when schooling structures can be momentarily suspended and opportunities for encounters amongst equals, through which we recognize each other across and within differences, are possible. the ways authors in this issue approach curriculum and pedagogy offer opportunities to wrestle with the contradictions we live within by opening ourselves up to the liminal spaces of our present situation. as James

我们生活在一个危机加剧、暴力持续的时代。虽然这可能不是最暴力的时期，但取决于个人所处的位置、背景和环境，但2019冠状病毒病大流行的影响以及全球范围内发生的剧烈生态和环境变化，在许多方面加剧了持续的种族、经济、性别和殖民暴力。在他们最近发表的书信交流中，加拿大黑人作家兼学者罗宾·梅纳德和纳什堡文化工作者兼学者琳娜·比塔萨莫萨克·辛普森(2022)邀请彼此——以及我们作为读者——思考在这种暴力中建立跨越差异的关系意味着什么。用梅纳德的话来说，“当我们面临地球生存能力的危机时，那么，在如此多的危机中，我给你写信是为了让我们一起思考，在废墟中共同建立宜居的生活对我们意味着什么”(梅纳德和辛普森，2022年，第28页)。这两位有影响力的思想家之间的信件激励我们去想象相遇意味着什么，即使是短暂的相遇，也可以为快乐、慷慨、相互认可和提升创造空间，这不仅可以作为一种喘息，而且可以作为一种对抗持续暴力的运动。梅纳德和辛普森(2022)举例说明，这种交流对于构建一个宜居的现在和想象一个未来是必要的，这与学校等教育机构的等级结构是对立的。梅纳德和辛普森以平等的身份相遇，并不是说他们是相同的或分享相同的经历，而是说他们在差异中站在平等的基础上。这次会面承认这些差异，并承认它们是一种力量的源泉，为未来的可能性注入活力。与此形成鲜明对比的是，学校等殖民和种族主义机构的教育过程是由产生暴力的社会和文化差异的特定等级组织起来的。然而，正如本期《课程探究》的作者所阐述的那样，这些等级和暴力并不是过度决定的。相反，作为教育工作者，我们可以寻求创造一个有限的时刻，在这个时刻，学校结构可以暂时暂停，平等的人之间有机会相遇，通过这种机会，我们可以在差异中认识到彼此。本期作者对待课程和教育学的方式，为我们提供了一个机会，通过向我们目前处境的有限空间开放自己，来与我们生活在其中的矛盾作斗争。正如詹姆斯

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引用次数: 0

“The word ‘getting over’ is really weird”: Storying disability in desired futures “‘克服’这个词真的很奇怪”:在理想的未来中讲述残疾

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-05-17 DOI: 10.1080/03626784.2023.2206932

Addie Shrodes

引用次数: 0

The sound of the beast: Structure and anti-structure in religious and secular schooling 野兽的声音：宗教和世俗教育中的结构与反结构

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Inquiry

Pub Date : 2023-05-15 DOI: 10.1080/03626784.2023.2200812

James Seale-Collazo

Abstract Tensions between spiritual development and school discipline academic goals at one Puerto Rican Protestant high school mirror tensions between leadership development and discipline at my own school. At the Protestant school where I conducted ethnographic research, faculty-student hierarchies were downplayed and students were given ample freedom of expression in worship, in the interest of encouraging them to have individual encounters with God. At the second site, I recount “auto-ethnographically” how the school’s leadership-development mission is associated with rituals and relationships paralleling those in the first site. As part of this auto-ethnography, I also describe how students, through the student government which serves as a counterpart to worship activities at the Protestant school, successfully contested the administration’s authority in a controversy over the dress code. I employ both cases to illustrate how liminality and communitas, concepts developed by the anthropologists Victor Turner and Edith Turner, explain the tensions described and serve to draw attention to similar moments and spaces in religious and secular schooling. The writings of John Taylor Gatto as well as Eileen de los Reyes and Patricia Gozemba’s concept of “pockets of hope” further highlight this tension. Liminality and communitas also help identify much of what was lost in emergency remote teaching during the COVID-19 pandemic. Research with these concepts could produce important insights into the possibilities and pitfalls of such educational endeavours, as well as into the interplay between structure and agency in schooling.

摘要波多黎各一所新教高中的精神发展和学校纪律学术目标之间的紧张关系反映了我所在学校的领导力发展和纪律之间的紧张局势。在我进行民族志研究的新教学校，师生等级制度被淡化，学生在礼拜中有充分的表达自由，以鼓励他们与上帝进行个人接触。在第二个网站上，我用“自动人种学”讲述了学校的领导力发展使命如何与第一个网站上的仪式和关系相关联。作为这本汽车民族志的一部分，我还描述了学生们是如何通过与新教学校的礼拜活动相对应的学生政府，在着装规定的争议中成功地挑战政府的权威的。我用这两个案例来说明人类学家维克多·特纳和伊迪丝·特纳提出的极限和共同体概念是如何解释所描述的紧张关系的，并有助于引起人们对宗教和世俗教育中类似时刻和空间的关注。约翰·泰勒·加托（John Taylor Gatto）、艾琳·德·洛斯·雷耶斯（Eileen de los Reyes）和帕特里夏·戈泽姆巴（Patricia Gozemba）的“希望的口袋”概念进一步凸显了这种紧张关系。有限性和社区性也有助于识别新冠肺炎大流行期间紧急远程教学的大部分损失。对这些概念的研究可以对这种教育努力的可能性和陷阱，以及学校教育结构和机构之间的相互作用产生重要的见解。

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