Pub Date : 2023-01-01DOI: 10.1080/03626784.2022.2159273
P. Eaton
Abstract I begin in this article with an examination of James Baldwin as a distinct curricular voice whose work opens a dialogue interrogating whiteness as curriculum. In a series of essays, “The White Problem,” “On Being White … And Other Lies,” “The White Man’s Guilt,” and “White Racism or World Community,” Baldwin directly addressed white people on the question of whiteness in four ways: addressing historic denial, amnesia, and mythologizing; the psychosocial conceptualization of white identity; whiteness as a system; and whiteness as a false system of reality. Baldwin’s approach was one of specificity, a curricular approach to interrogating whiteness centered in bold truth-telling. Specificity stands in contrast to abstraction, a curricular approach to interrogating racism that decenters practices of whiteness as a curriculum, emphasizing broader, less direct discussions of whiteness. In this article, I contend that abstraction dominates many current approaches to antiracist pedagogy in the academy. This abstract approach avoids naming whiteness specifically and instead involves performative engagements with race and racism. To counteract white curricular discourses, Baldwin proposed the important role of accusation and confession as a dialogic necessity. I use Baldwin’s framing in response to recent critiques from critical whiteness studies scholars on confessional approaches in antiracist education. In examining the specificity of whiteness as curriculum and invoking pedagogical strategies of accusation and confession, Baldwin’s work offers new opportunities for advancing racial justice and antiracist pedagogical strategies for today’s educators.
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Pub Date : 2023-01-01DOI: 10.1080/03626784.2023.2165780
Neil Ramjewan, Shashank Kumar
Over forty years ago Curriculum Inquiry published Jean Anyon’s (1981) “Social Class and School Knowledge.” Anyon (1981), influenced by contemporary theories of social reproduction and other curriculum scholarship, employed a Marxist class analysis to examine working, middle, affluent, and elite classes of schooling to understand how the standard curriculum reproduces itself in and through its subjects. What Anyon (1981) learned was that the contradictions within and between social groups reproduced ideology but also resisted its reproduction. Anyon (1981) called this resistance to ideological and class reproduction nonreproductive possibilities and knowledge that “facilitates fundamental transformation of ideologies and practices” (p. 31). Anyon’s (1981) foundational work meant that no longer could schooling be the great equalizer if more knowledge is not the answer to increasing economic access. Anyon’s work influenced generations of scholars to question the values and value of schooling from within its contradictions towards more equitable futures through social change, a tradition that Curriculum Inquiry remains invested in and that the articles in this issue continue to examine. One recent work that draws briefly on Anyon’s (1981) work with the same spirit of interrogating schooling and social transformation, but from a decolonial ethic, is la paperson’s (2017) A Third University is Possible. For la paperson (2017), the university is a worlding or “world-making” (p. xiv) formation that consists of three entities. The first world university aims to actualize imperial colonial futures of a settled world. The second world university aims to humanize and include the world it had formerly excluded, but in the end, remains a colonial institution but will a gentle touch (i.e., liberal multiculturalism or settler reconciliation). Drawing on Deleuze and Guattari (1983), la paperson (2017) framed the third world university as a kind of desiring machine or a multiscalar assemblage driven by decolonial desires for Indigenous, Black, brown, and queer futures, the rematriation of land, and regenerating relationships broken through colonization and global, always racial, capitalism. Importantly, for la paperson (2017), colonial first and second world universities harbor antiand decolonial resistance. For example, drawing on postcolonial thinker and novelist Ngũgĩ wa Thiong’o, la paperson (2017) reminded readers that British colonial schooling in Kenya harbored to-be revolutionaries and the critical eye of Thiong’o himself. In other words, the first and second world colonial universities “carry decolonial riders ... [with]
四十多年前，《课程探究》出版了Jean Anyon(1981)的《社会阶级与学校知识》。Anyon(1981)受当代社会再生产理论和其他课程研究的影响，采用马克思主义的阶级分析来考察学校的工薪阶层、中产阶级、富裕阶层和精英阶层，以了解标准课程如何在其主体中并通过其主体进行自我复制。Anyon(1981)的研究发现，社会群体内部和群体之间的矛盾在复制意识形态的同时，也在抵制意识形态的再生产。Anyon(1981)称这种对意识形态和阶级再生产的抵抗是非再生产的可能性和知识，“促进了意识形态和实践的根本转变”(第31页)。Anyon(1981)的基础性工作意味着，如果更多的知识不是增加经济机会的答案，学校教育就不再是伟大的均衡器。Anyon的工作影响了一代又一代的学者，他们从学校教育的矛盾中质疑学校教育的价值和价值，通过社会变革实现更公平的未来，这是《课程探究》一直致力于的传统，本期的文章也将继续研究这一传统。最近的一部作品是la paperson(2017)的《第三所大学是可能的》(a Third University is Possible)，简要地借鉴了Anyon(1981)的作品，同样具有质疑学校教育和社会转型的精神，但从非殖民化的伦理出发。对于la paperson(2017)来说，大学是一个由三个实体组成的世界或“世界制造”(p. xiv)结构。第一所世界大学的目标是实现一个定居世界的帝国殖民未来。第二世界大学的目标是使它以前被排斥的世界人性化并包括在内，但最终仍然是一个殖民机构，但将采取温和的做法(即自由的多元文化主义或定居者和解)。la paperson(2017)借鉴德勒兹(Deleuze)和瓜塔里(Guattari)(1983)的观点，将第三世界大学描绘成一种欲望机器，或者是一种多标量的集合，由对土著、黑人、棕色人种和酷儿未来的非殖民化欲望驱动，土地的重新归化，以及通过殖民和全球(总是种族的)资本主义打破的关系的再生。重要的是，对于la paperson(2017)来说，殖民第一和第二世界的大学怀有反和非殖民化的抵抗。例如，la papererson(2017)以后殖民思想家和小说家Ngũgĩ wa Thiong 'o为例，提醒读者，肯尼亚的英国殖民教育窝藏着未来的革命者和Thiong 'o本人的批判眼光。换句话说，第一和第二世界的殖民大学“带着非殖民的骑手……(与)
{"title":"Assemblages of nonreproductive spaces and some decolonial possibilities of schooling","authors":"Neil Ramjewan, Shashank Kumar","doi":"10.1080/03626784.2023.2165780","DOIUrl":"https://doi.org/10.1080/03626784.2023.2165780","url":null,"abstract":"Over forty years ago Curriculum Inquiry published Jean Anyon’s (1981) “Social Class and School Knowledge.” Anyon (1981), influenced by contemporary theories of social reproduction and other curriculum scholarship, employed a Marxist class analysis to examine working, middle, affluent, and elite classes of schooling to understand how the standard curriculum reproduces itself in and through its subjects. What Anyon (1981) learned was that the contradictions within and between social groups reproduced ideology but also resisted its reproduction. Anyon (1981) called this resistance to ideological and class reproduction nonreproductive possibilities and knowledge that “facilitates fundamental transformation of ideologies and practices” (p. 31). Anyon’s (1981) foundational work meant that no longer could schooling be the great equalizer if more knowledge is not the answer to increasing economic access. Anyon’s work influenced generations of scholars to question the values and value of schooling from within its contradictions towards more equitable futures through social change, a tradition that Curriculum Inquiry remains invested in and that the articles in this issue continue to examine. One recent work that draws briefly on Anyon’s (1981) work with the same spirit of interrogating schooling and social transformation, but from a decolonial ethic, is la paperson’s (2017) A Third University is Possible. For la paperson (2017), the university is a worlding or “world-making” (p. xiv) formation that consists of three entities. The first world university aims to actualize imperial colonial futures of a settled world. The second world university aims to humanize and include the world it had formerly excluded, but in the end, remains a colonial institution but will a gentle touch (i.e., liberal multiculturalism or settler reconciliation). Drawing on Deleuze and Guattari (1983), la paperson (2017) framed the third world university as a kind of desiring machine or a multiscalar assemblage driven by decolonial desires for Indigenous, Black, brown, and queer futures, the rematriation of land, and regenerating relationships broken through colonization and global, always racial, capitalism. Importantly, for la paperson (2017), colonial first and second world universities harbor antiand decolonial resistance. For example, drawing on postcolonial thinker and novelist Ngũgĩ wa Thiong’o, la paperson (2017) reminded readers that British colonial schooling in Kenya harbored to-be revolutionaries and the critical eye of Thiong’o himself. In other words, the first and second world colonial universities “carry decolonial riders ... [with]","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"1 - 8"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757212","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 : 2023-01-01DOI: 10.1080/03626784.2023.2173947
Claudia Diera
Abstract Efforts to transform urban schools often overlook the role of students in shaping educational spaces. And so, I ask: How do students, as the primary users of school space, make and shape their school? I draw from spatial inquiry that emphasizes the social production of space to provide a glimpse into the spatial perspectives and practices of Azul, a young Latina from a working-class community and Associated Student Body president of her school. Relying on ethnographic observations and semi-structured interviews, I examine instances where Azul and her peers transform school spaces from their intended uses to student-friendly, democratic spaces. My findings indicate that ascribing and shaping enjoyment and belonging are crucial components to their production of school space. A lived curriculum of school space is shaped as young people negotiate and construct school space to be more inclusive of their educational wants and needs. By focusing on the spatial perspectives and practices of Azul and her peers, I offer insights into the socio-political commitments of students and student leaders, in particular, in their everyday lives as significant social beings and actors over school space. These reveal that students’ articulations about place that frame schools as spaces of possibility and hope are important for creating equitable schools where students may serve as partners in building a collective vision for schools.
{"title":"Shaping enjoyment and belonging at school: The spatial perspectives and practices of one Latina student leader","authors":"Claudia Diera","doi":"10.1080/03626784.2023.2173947","DOIUrl":"https://doi.org/10.1080/03626784.2023.2173947","url":null,"abstract":"Abstract Efforts to transform urban schools often overlook the role of students in shaping educational spaces. And so, I ask: How do students, as the primary users of school space, make and shape their school? I draw from spatial inquiry that emphasizes the social production of space to provide a glimpse into the spatial perspectives and practices of Azul, a young Latina from a working-class community and Associated Student Body president of her school. Relying on ethnographic observations and semi-structured interviews, I examine instances where Azul and her peers transform school spaces from their intended uses to student-friendly, democratic spaces. My findings indicate that ascribing and shaping enjoyment and belonging are crucial components to their production of school space. A lived curriculum of school space is shaped as young people negotiate and construct school space to be more inclusive of their educational wants and needs. By focusing on the spatial perspectives and practices of Azul and her peers, I offer insights into the socio-political commitments of students and student leaders, in particular, in their everyday lives as significant social beings and actors over school space. These reveal that students’ articulations about place that frame schools as spaces of possibility and hope are important for creating equitable schools where students may serve as partners in building a collective vision for schools.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"49 - 74"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48792560","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 : 2022-12-09DOI: 10.1080/03626784.2022.2149026
Nicole Land
Abstract Thinking alongside feminist science studies scholars, in this article I contend with how early childhood education pedagogies do metabolisms. To conceptualize metabolisms as an activity is to centre the ethical and political practices, relations, knowledges, and vulnerabilities that flood bodies in contemporary times. I ask: What possibilities for doing bodies with children might we open toward if we take metabolism as a postdevelopmental pedagogical question in early childhood education? Utilizing examples from pedagogical inquiry research with children, shivering and sweating are engaged as modes of “doing” metabolisms. I propose doing metabolisms as a practice for thinking postdevelopmental pedagogies with the body, tracing how we might engage metabolic bodies beyond a developmentalist frame.
{"title":"Thinking metabolically with shivering, sweating, and feminist science studies in early childhood education","authors":"Nicole Land","doi":"10.1080/03626784.2022.2149026","DOIUrl":"https://doi.org/10.1080/03626784.2022.2149026","url":null,"abstract":"Abstract Thinking alongside feminist science studies scholars, in this article I contend with how early childhood education pedagogies do metabolisms. To conceptualize metabolisms as an activity is to centre the ethical and political practices, relations, knowledges, and vulnerabilities that flood bodies in contemporary times. I ask: What possibilities for doing bodies with children might we open toward if we take metabolism as a postdevelopmental pedagogical question in early childhood education? Utilizing examples from pedagogical inquiry research with children, shivering and sweating are engaged as modes of “doing” metabolisms. I propose doing metabolisms as a practice for thinking postdevelopmental pedagogies with the body, tracing how we might engage metabolic bodies beyond a developmentalist frame.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"9 - 27"},"PeriodicalIF":1.7,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48148876","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 : 2022-10-20DOI: 10.1080/03626784.2022.2149028
J. Wargo, Melita Morales, A. Corbitt
Abstract Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analyses of participants’ in situ processes and product(s), we identified a range of ideological and material supports and constraints during the digital fabrication process. Reading and responding to text—as mediated actions and events—became iterative spaces wherein individual understandings of text transformed into encounters of difference. Suggesting that participants’ artifactual responses at times operated as critical literacy texts, our analyses of 3D fabrication and remediated responses led us to consider how modalities of composition yielded unique affordances and constraints to the ways readers encountered texts and expressed and responded to controversial social issues.
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Pub Date : 2022-10-20DOI: 10.1080/03626784.2022.2164421
Cassie J. Brownell, Arlo Kempf
Just after logging into the online meeting room, each of us—still joining from the comforts of our home office spaces following the shift there due to the COVID-19 pandemic in March 2020—quickly moved past pleasantries. Ahead of diving into the task of threading together the four articles that constitute this issue, we shared reflections on the array of contemporary headlines and happenings that filled our social media feeds, blared across mainstream media, and occupied our thoughts on the first day of November 2022. From then-looming decisions from the Supreme Court of the United States about affirmative action to the just-announced decision for nearly all Ontario public schools to close amidst a breakdown in labour negotiations between education workers and Ontario’s Conservative government, we did not need to look far to see politics and power intersecting with education. Within regressive educational spaces, protest signs, picket lines, and human rights discussions are increasingly considered far “too political” for everyday classroom happenings, under the fallacy that schooling and curricula can and should remain “neutral” so as not to cause a further rupture in the fabric of society. Frequently framed as a protective measure, proponents of a cis-white-patriarchy and white supremacist settler-colonial status quo articulate their argument as one symbolic of maintaining a (nationalist) truth, particularly as related to identity and place. Conversely, as we have learned from the political work of Black, Indigenous, and trans communities, as well as others targeted by racial capitalist social formations, we know an alternative view of education suggests we must take “an overtly political orientation to teaching and learning” (Luke, 2014, p. 21). We understand the urgency of reading politics in everyday actions and communications to cultivate fertile ground for reconfiguring power and, ultimately, societal change. The authors of the four articles in this issue offer readers reflective insights, critical perspectives, and potential pathways for doing just that. Cumulatively, we read these four articles as emblematic of what Jon M. Wargo and colleagues in their article in this issue describe as “palimpsests for reading how power can be reconfigured for a more equitable social order and just future” (p. 566). Within each article, authors foreground and call for imagining “otherwise” as a necessity for educational and social justice, rather than simply a strategy for surviving the “narrow confines of schooling institutions” (Pham, this issue, p. 518). With progressives’ efforts
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Pub Date : 2022-10-20DOI: 10.1080/03626784.2022.2149027
Adam W. J. Davies
Abstract This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC.
{"title":"Professional ruptures in pre-service ECEC: Maddening early childhood education and care","authors":"Adam W. J. Davies","doi":"10.1080/03626784.2022.2149027","DOIUrl":"https://doi.org/10.1080/03626784.2022.2149027","url":null,"abstract":"Abstract This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two \"maddening moments\" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"571 - 592"},"PeriodicalIF":1.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47233522","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 : 2022-10-11DOI: 10.1080/03626784.2022.2127620
Chris Seeger, Tiffany Mitchell Patterson, Maria Gabriela Paz
Abstract This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002) framework of a critical race curriculum (CRC) to better understand how white supremacy and anti-Black racism are portrayed in the standards. Results indicate that racialized representation is highly skewed in favour of white men, who comprise 70% of the individuals in the curriculum. White people are mostly portrayed as individuals and almost never as a racialized group, whereas Black people are mostly portrayed as a monolithic group and less often as individuals. Our close reading of the standards identified several tactics that promote white supremacy, including: avoiding accountability, playing the victim, and Confederate lost cause propaganda. We also identified tactics that sustain anti-Black racism, including: Black messiahs, illusions of inclusion, and silos of Black victimhood. There are many units that portray Black people as the victims of anti-Black racism, but white people and their social institutions are never portrayed as the creators, enforcers, or beneficiaries of a racist society. This reckoning is a step towards new standards that are centred on social justice, diverse perspectives, and full humanity for all groups.
{"title":"Reckoning with white supremacy and anti-Black racism in the Virginia US history standards","authors":"Chris Seeger, Tiffany Mitchell Patterson, Maria Gabriela Paz","doi":"10.1080/03626784.2022.2127620","DOIUrl":"https://doi.org/10.1080/03626784.2022.2127620","url":null,"abstract":"Abstract This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002) framework of a critical race curriculum (CRC) to better understand how white supremacy and anti-Black racism are portrayed in the standards. Results indicate that racialized representation is highly skewed in favour of white men, who comprise 70% of the individuals in the curriculum. White people are mostly portrayed as individuals and almost never as a racialized group, whereas Black people are mostly portrayed as a monolithic group and less often as individuals. Our close reading of the standards identified several tactics that promote white supremacy, including: avoiding accountability, playing the victim, and Confederate lost cause propaganda. We also identified tactics that sustain anti-Black racism, including: Black messiahs, illusions of inclusion, and silos of Black victimhood. There are many units that portray Black people as the victims of anti-Black racism, but white people and their social institutions are never portrayed as the creators, enforcers, or beneficiaries of a racist society. This reckoning is a step towards new standards that are centred on social justice, diverse perspectives, and full humanity for all groups.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"268 - 289"},"PeriodicalIF":1.7,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42651275","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 : 2022-09-29DOI: 10.1080/03626784.2022.2123214
Hanadi Shatara
Abstract This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through the Orientalist and Eurocentric social studies curriculum in the United States. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective on how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives and centering people and civilizations of Color.
{"title":"Critical political consciousness within nepantla as transformative: The experiences and pedagogy of a Palestinian world history teacher","authors":"Hanadi Shatara","doi":"10.1080/03626784.2022.2123214","DOIUrl":"https://doi.org/10.1080/03626784.2022.2123214","url":null,"abstract":"Abstract This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through the Orientalist and Eurocentric social studies curriculum in the United States. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective on how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives and centering people and civilizations of Color.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"28 - 48"},"PeriodicalIF":1.7,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149457","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 : 2022-09-29DOI: 10.1080/03626784.2022.2123215
Tashal Brown
Abstract The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization’s core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls’ reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives.
{"title":"“I never really had the right words”: Critical literacies and the collective knowledge building of girls of colour","authors":"Tashal Brown","doi":"10.1080/03626784.2022.2123215","DOIUrl":"https://doi.org/10.1080/03626784.2022.2123215","url":null,"abstract":"Abstract The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization’s core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls’ reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"496 - 517"},"PeriodicalIF":1.7,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44916641","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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