Pub Date : 2022-09-21DOI: 10.1080/03626784.2022.2121594
Shamari Reid
Abstract To date six states (Oregon, California, Colorado, Illinois, Nevada, and New Jersey) have adopted legislation that amends curricular standards to include affirming representations of LGBTQ+ people and identities in schools. Nonetheless, the legislation falls short of clarifying what constitutes an LGBTQ+ inclusive curriculum. Thus, the decision of what to teach is left up to individual districts, schools, and, in many cases, individual teachers who rely on their own interpretations of “positive representation” to adhere to new mandates. In recognizing the negative schooling experiences of Black LGBTQ+ youth, the fact that informal LGBTQ+ curriculum often centers whiteness, and the lack of clarity around what constitutes LGBTQ+ inclusive curricula, in this article I draw on Queer of Color Critique (QOCC) to analyze the practices of ballroom educators and present their approaches to curriculum as a guide to designing LGBTQ+ inclusive curriculum that responds to the realities of Black LGBTQ+ youth. As a framework, QOCC requires researchers to: (a) explore the resilience of queer people of color and their communities as they navigate oppression, (b) rely on the experiential knowledge of queer people of color as a primary source of knowledge production, and (c) examine how queer people of color use their agency to defy the constraints of queer of color marginalization.
{"title":"Using a Queer of Color Critique to work toward a Black LGBTQ+ inclusive K–12 curriculum","authors":"Shamari Reid","doi":"10.1080/03626784.2022.2121594","DOIUrl":"https://doi.org/10.1080/03626784.2022.2121594","url":null,"abstract":"Abstract To date six states (Oregon, California, Colorado, Illinois, Nevada, and New Jersey) have adopted legislation that amends curricular standards to include affirming representations of LGBTQ+ people and identities in schools. Nonetheless, the legislation falls short of clarifying what constitutes an LGBTQ+ inclusive curriculum. Thus, the decision of what to teach is left up to individual districts, schools, and, in many cases, individual teachers who rely on their own interpretations of “positive representation” to adhere to new mandates. In recognizing the negative schooling experiences of Black LGBTQ+ youth, the fact that informal LGBTQ+ curriculum often centers whiteness, and the lack of clarity around what constitutes LGBTQ+ inclusive curricula, in this article I draw on Queer of Color Critique (QOCC) to analyze the practices of ballroom educators and present their approaches to curriculum as a guide to designing LGBTQ+ inclusive curriculum that responds to the realities of Black LGBTQ+ youth. As a framework, QOCC requires researchers to: (a) explore the resilience of queer people of color and their communities as they navigate oppression, (b) rely on the experiential knowledge of queer people of color as a primary source of knowledge production, and (c) examine how queer people of color use their agency to defy the constraints of queer of color marginalization.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"105 - 125"},"PeriodicalIF":1.7,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45777150","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 : 2022-08-08DOI: 10.1080/03626784.2022.2114778
Chandni Desai, Rula Shahwan
Abstract This article tells the story of Palestinian visual archives in the post-Oslo period, specifically the archives of the Palestinian Liberation Organization (PLO) and their whereabouts following the PLO’s departure from Tunisia in the 1990s. It also narrates the story of the Palestinian Broadcasting Corporation (PBC) in the West Bank and Gaza and the challenges it encountered in preserving its visual archive. The article posits that the displacement, loss, and seizure of Palestinian visual archives did not result from the perceived threat they posed to Zionism alone. It underscores that the politics surrounding archives are imbricated in the broader social relations of settler colonialism, neoliberalism, and the neoliberal agendas that bourgeois national interests have produced in Palestine, as well as in the ideological differences between Palestinian political factions. The article then shifts to a discussion of the ways that archival violence maintains Israeli hegemony by erasing and silencing the anti-colonial curriculum and historiography of Palestinians to produce the settler state’s ideology, public memory, and discourses of state formation. The article uses Palestine as a case study to also tell the story of what we conceptualize as an erased curriculum. While Zionism undoubtedly produces both curricular erasures and historical silencing, we underscore how the vested interests of Palestinian political factions, specifically in the post-Oslo period, have contributed to archival violence and silencing as well. We show that despite archival violence, individuals and civil society organizations are enacting a politics of reclamation to trace, preserve, claim, and repatriate Palestinian archives, effectively practising a form of counter-archiving.
{"title":"Preserving Palestine: Visual archives, erased curriculum, and counter-archiving amid archival violence in the post-Oslo period","authors":"Chandni Desai, Rula Shahwan","doi":"10.1080/03626784.2022.2114778","DOIUrl":"https://doi.org/10.1080/03626784.2022.2114778","url":null,"abstract":"Abstract This article tells the story of Palestinian visual archives in the post-Oslo period, specifically the archives of the Palestinian Liberation Organization (PLO) and their whereabouts following the PLO’s departure from Tunisia in the 1990s. It also narrates the story of the Palestinian Broadcasting Corporation (PBC) in the West Bank and Gaza and the challenges it encountered in preserving its visual archive. The article posits that the displacement, loss, and seizure of Palestinian visual archives did not result from the perceived threat they posed to Zionism alone. It underscores that the politics surrounding archives are imbricated in the broader social relations of settler colonialism, neoliberalism, and the neoliberal agendas that bourgeois national interests have produced in Palestine, as well as in the ideological differences between Palestinian political factions. The article then shifts to a discussion of the ways that archival violence maintains Israeli hegemony by erasing and silencing the anti-colonial curriculum and historiography of Palestinians to produce the settler state’s ideology, public memory, and discourses of state formation. The article uses Palestine as a case study to also tell the story of what we conceptualize as an erased curriculum. While Zionism undoubtedly produces both curricular erasures and historical silencing, we underscore how the vested interests of Palestinian political factions, specifically in the post-Oslo period, have contributed to archival violence and silencing as well. We show that despite archival violence, individuals and civil society organizations are enacting a politics of reclamation to trace, preserve, claim, and repatriate Palestinian archives, effectively practising a form of counter-archiving.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"469 - 489"},"PeriodicalIF":1.7,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42696690","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 : 2022-08-08DOI: 10.1080/03626784.2022.2120347
Lanze Vanermen, J. Vlieghe, Mathias Decuypere
Abstract In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to critically investigate how an open education platform, OpenLearn, describes, prescribes, and enacts a particular form of curriculum. Rather than understanding platforms as passive tools for facilitating education, the article draws on theoretical and methodological ideas from science and technology studies (STS) to approach “curriculum” as a collection of socio-technical practices in which platforms play an active role. The findings of our analysis detail how networks of human and other-than-human actors are situated in a wider ecology and enact five curricular practices: prescribing, mobilising, enrolling, evaluating, and rebundling. We propose “platform curriculum” as a sensitising concept to investigate how technologies enable and constrain these practices instead of simply flexibilising them. With this article, we argue for the further adoption of STS in curriculum studies to disentangle the specific ways in which technologies, too, shape education.
{"title":"Curriculum meets platform: A reconceptualisation of flexible pathways in open and higher education","authors":"Lanze Vanermen, J. Vlieghe, Mathias Decuypere","doi":"10.1080/03626784.2022.2120347","DOIUrl":"https://doi.org/10.1080/03626784.2022.2120347","url":null,"abstract":"Abstract In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to critically investigate how an open education platform, OpenLearn, describes, prescribes, and enacts a particular form of curriculum. Rather than understanding platforms as passive tools for facilitating education, the article draws on theoretical and methodological ideas from science and technology studies (STS) to approach “curriculum” as a collection of socio-technical practices in which platforms play an active role. The findings of our analysis detail how networks of human and other-than-human actors are situated in a wider ecology and enact five curricular practices: prescribing, mobilising, enrolling, evaluating, and rebundling. We propose “platform curriculum” as a sensitising concept to investigate how technologies enable and constrain these practices instead of simply flexibilising them. With this article, we argue for the further adoption of STS in curriculum studies to disentangle the specific ways in which technologies, too, shape education.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"443 - 468"},"PeriodicalIF":1.7,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48318416","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 : 2022-08-08DOI: 10.1080/03626784.2022.2135881
Rubén Gaztambide-Fernández
That curriculum is far more than the policy documents and lesson plans that ostensibly guide the work that teachers do is a truism of curriculum studies. There is a plethora of concepts and frameworks for examining the many different aspects of what counts as curriculum and what shapes, in some way or another, educational experience. As editors, we are often struck not just by the range of concepts, but also by the range of definitions of concepts such as the “hidden” curriculum (Gaztambide-Fernández, 2017). This broad constellation of concepts and frameworks helps us to understand that there is more to curriculum than the curriculum, and that there are curricular forces that shape educational experience in far more profound ways than what is expressed in official documents and other written texts. As educators, however, we are often pressed by the exigencies of the institutions in which we work as well as by the political urgency of the work we do. Whether we work in universities or schools, or whether our work is situated in communities, or focused on global movements, attending to the absent presences of curriculum is often not just challenging, but at times beyond our capacities, resources, and time constraints. And thus, we often find ourselves working as if other forces were not having a profound effect on our work as educators, and even, to borrow from the title of the opening article in this issue, “pretending not to know” that such forces exist (see Okello, this issue). The four articles in this issue of CI offer us a lens through which to consider dimensions of curriculum that are not just hidden from our usual approaches or perceptions, but that profoundly shape educational experience. These absent presences, like elephants in a room, are often so overwhelmingly powerful in shaping educational experience that to acknowledge them might lead us to give up on any attempt to counter or resist their force. Racism, sexism, genderism, ableism, labour exploitation, and colonialism, to name only a few of the ideologies and social processes that shape educational experiences, are so ubiquitous and yet often so stealth that as educators we can feel compelled to act as if they are not there; we might pretend that we don’t even know how they impact us and ignore their absent-presence. Whether for the sake of efficiency, practicality, or to manage the sheer feeling of powerlessness in the face of such forces, we might pretend not to know they are even there at all and proceed as if otherwise.
{"title":"The absent-present curriculum, or how to stop pretending not to know","authors":"Rubén Gaztambide-Fernández","doi":"10.1080/03626784.2022.2135881","DOIUrl":"https://doi.org/10.1080/03626784.2022.2135881","url":null,"abstract":"That curriculum is far more than the policy documents and lesson plans that ostensibly guide the work that teachers do is a truism of curriculum studies. There is a plethora of concepts and frameworks for examining the many different aspects of what counts as curriculum and what shapes, in some way or another, educational experience. As editors, we are often struck not just by the range of concepts, but also by the range of definitions of concepts such as the “hidden” curriculum (Gaztambide-Fernández, 2017). This broad constellation of concepts and frameworks helps us to understand that there is more to curriculum than the curriculum, and that there are curricular forces that shape educational experience in far more profound ways than what is expressed in official documents and other written texts. As educators, however, we are often pressed by the exigencies of the institutions in which we work as well as by the political urgency of the work we do. Whether we work in universities or schools, or whether our work is situated in communities, or focused on global movements, attending to the absent presences of curriculum is often not just challenging, but at times beyond our capacities, resources, and time constraints. And thus, we often find ourselves working as if other forces were not having a profound effect on our work as educators, and even, to borrow from the title of the opening article in this issue, “pretending not to know” that such forces exist (see Okello, this issue). The four articles in this issue of CI offer us a lens through which to consider dimensions of curriculum that are not just hidden from our usual approaches or perceptions, but that profoundly shape educational experience. These absent presences, like elephants in a room, are often so overwhelmingly powerful in shaping educational experience that to acknowledge them might lead us to give up on any attempt to counter or resist their force. Racism, sexism, genderism, ableism, labour exploitation, and colonialism, to name only a few of the ideologies and social processes that shape educational experiences, are so ubiquitous and yet often so stealth that as educators we can feel compelled to act as if they are not there; we might pretend that we don’t even know how they impact us and ignore their absent-presence. Whether for the sake of efficiency, practicality, or to manage the sheer feeling of powerlessness in the face of such forces, we might pretend not to know they are even there at all and proceed as if otherwise.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"397 - 404"},"PeriodicalIF":1.7,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45685880","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 : 2022-07-01DOI: 10.1080/03626784.2022.2089005
Maria Karmiris
Abstract The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythical white, male, able-bodied, middle-class, heteronormative figure that remains hegemonic as well as widely resisted, questioned, and critiqued within critical disability studies. Through the application of crip theory and cripistemologies, I contend in this article that calls to return to normally engage in a persistent effort to erase and exclude disabled children and youth from a potentially transformative and necessary conversation about how we might pursue conceptualizations and enactments of inclusion outside of its current adherence to normative neoliberal aims and objectives. Rather than accepting the conditions of inclusion (i.e., the sustaining of normalcy) in its current neoliberal iteration, in this article I invite educators to crip calls for inclusion and crip calls for a return to normal.
{"title":"Cripistemologies and resisting the calls to return to normal","authors":"Maria Karmiris","doi":"10.1080/03626784.2022.2089005","DOIUrl":"https://doi.org/10.1080/03626784.2022.2089005","url":null,"abstract":"Abstract The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythical white, male, able-bodied, middle-class, heteronormative figure that remains hegemonic as well as widely resisted, questioned, and critiqued within critical disability studies. Through the application of crip theory and cripistemologies, I contend in this article that calls to return to normally engage in a persistent effort to erase and exclude disabled children and youth from a potentially transformative and necessary conversation about how we might pursue conceptualizations and enactments of inclusion outside of its current adherence to normative neoliberal aims and objectives. Rather than accepting the conditions of inclusion (i.e., the sustaining of normalcy) in its current neoliberal iteration, in this article I invite educators to crip calls for inclusion and crip calls for a return to normal.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"426 - 442"},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44393036","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 : 2022-07-01DOI: 10.1080/03626784.2022.2089004
Sara Staley
Abstract The scholarly conversation on preparing teachers to organize safer, more humanizing learning environments for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) youth generally does not intersect with conversations unfolding in the broader teacher education literature, specifically around what practice means in learning to teach. In this article, I bridge that divide by reporting on a case study designed to investigate how one kindergarten teacher enacted queer-inclusive practice. By queer-inclusive practice, I mean to capture two pedagogical goals: (1) including LGBTQ + topics in curricula and (2) moving beyond inclusion by disrupting normativity. Grounded in the assumption that teaching is uncertain and complex work, I draw on queer and anti-oppressive theories to conceptualize demands as a generative lens for investigating what teachers negotiate during enactments of queer-inclusive practice. Bringing that lens to bear in this study animated the unpredictability of what pedagogical efforts to disrupt commonsense will do to learners and learners’ desires to learn in ways that repeat what they already know. I conclude that the lens of demands frames pedagogical challenges that arise when teachers enact disruptive, justice-oriented practices as a productive problem space for teachers and teacher educators to navigate.
{"title":"Learning through practice: Conceptualizing the demands of queer-inclusive teaching","authors":"Sara Staley","doi":"10.1080/03626784.2022.2089004","DOIUrl":"https://doi.org/10.1080/03626784.2022.2089004","url":null,"abstract":"Abstract The scholarly conversation on preparing teachers to organize safer, more humanizing learning environments for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) youth generally does not intersect with conversations unfolding in the broader teacher education literature, specifically around what practice means in learning to teach. In this article, I bridge that divide by reporting on a case study designed to investigate how one kindergarten teacher enacted queer-inclusive practice. By queer-inclusive practice, I mean to capture two pedagogical goals: (1) including LGBTQ + topics in curricula and (2) moving beyond inclusion by disrupting normativity. Grounded in the assumption that teaching is uncertain and complex work, I draw on queer and anti-oppressive theories to conceptualize demands as a generative lens for investigating what teachers negotiate during enactments of queer-inclusive practice. Bringing that lens to bear in this study animated the unpredictability of what pedagogical efforts to disrupt commonsense will do to learners and learners’ desires to learn in ways that repeat what they already know. I conclude that the lens of demands frames pedagogical challenges that arise when teachers enact disruptive, justice-oriented practices as a productive problem space for teachers and teacher educators to navigate.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"53 1","pages":"126 - 147"},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44462294","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 : 2022-05-27DOI: 10.1080/03626784.2022.2072668
Sameena Eidoo, May El-Abdallah, Zahra Grant, Gilary Massa Machado
Abstract We are four racialized diasporic Muslim women living on Turtle Island, with roots spanning India, Palestine, Panama, Trinidad, Malaysia, and beyond. We have been involved in activism and organizing, including with and for Muslim communities, for more than five decades combined. Our conversations and correspondence about Muslim pedagogies of solidarity provoked individual and collective reflection about what it means to create and sustain community. We were made in community and have made communities intentionally with others, Muslim or otherwise, who allow us to be more fully human. We are guided by Islamic teachings, as well teachings of justice and liberation rooted in different knowledge traditions. We are shaped too by the knowledge and ways of knowing offered by radical Black, Indigenous, and People of Colour engaged in the collective struggle for freedom on Turtle Island and in the wider world. As Muslims, we are called “to come to know one another” (Qur’an, 49:13, as cited in Nasr et al., 2015). We suggest that to do so requires us to confront patterns of internalized domination and internalized subordination that prevent us from being with and for one another. Such confrontation enables us to work collectively to dismantle interlocking systems of oppression that prevent us from being more fully human. In this multivocal reflective essay, we explore the relationship between community and solidarity by delving into our memories of ummah, Muslim community, our evolving understandings of ummah, and the relational solidarity that is necessary to establish ummah. A thread that weaves together our memories and visions of ummah is the ancient and futuristic practice of mothering.
{"title":"Memories and visions of ummah: Reflections in relational solidarity","authors":"Sameena Eidoo, May El-Abdallah, Zahra Grant, Gilary Massa Machado","doi":"10.1080/03626784.2022.2072668","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072668","url":null,"abstract":"Abstract We are four racialized diasporic Muslim women living on Turtle Island, with roots spanning India, Palestine, Panama, Trinidad, Malaysia, and beyond. We have been involved in activism and organizing, including with and for Muslim communities, for more than five decades combined. Our conversations and correspondence about Muslim pedagogies of solidarity provoked individual and collective reflection about what it means to create and sustain community. We were made in community and have made communities intentionally with others, Muslim or otherwise, who allow us to be more fully human. We are guided by Islamic teachings, as well teachings of justice and liberation rooted in different knowledge traditions. We are shaped too by the knowledge and ways of knowing offered by radical Black, Indigenous, and People of Colour engaged in the collective struggle for freedom on Turtle Island and in the wider world. As Muslims, we are called “to come to know one another” (Qur’an, 49:13, as cited in Nasr et al., 2015). We suggest that to do so requires us to confront patterns of internalized domination and internalized subordination that prevent us from being with and for one another. Such confrontation enables us to work collectively to dismantle interlocking systems of oppression that prevent us from being more fully human. In this multivocal reflective essay, we explore the relationship between community and solidarity by delving into our memories of ummah, Muslim community, our evolving understandings of ummah, and the relational solidarity that is necessary to establish ummah. A thread that weaves together our memories and visions of ummah is the ancient and futuristic practice of mothering.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"314 - 325"},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46046206","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 : 2022-05-27DOI: 10.1080/03626784.2022.2082733
Rubén Gaztambide-Fernández, J. Brant, Chandni Desai
As I age, I watch the divide between generations widen with time and technology. I watch how desperately we need political memory, so that we are not always imagining ourselves the ever-inventors of our revolution; so that we are humbled by the valiant efforts of our foremothers; and so, with humility and a firm foothold in history, we can enter upon an informed and re-envisioned strategy for social/political change in decades ahead. (Moraga, 2015, p. xix)
{"title":"Toward a pedagogy of solidarity","authors":"Rubén Gaztambide-Fernández, J. Brant, Chandni Desai","doi":"10.1080/03626784.2022.2082733","DOIUrl":"https://doi.org/10.1080/03626784.2022.2082733","url":null,"abstract":"As I age, I watch the divide between generations widen with time and technology. I watch how desperately we need political memory, so that we are not always imagining ourselves the ever-inventors of our revolution; so that we are humbled by the valiant efforts of our foremothers; and so, with humility and a firm foothold in history, we can enter upon an informed and re-envisioned strategy for social/political change in decades ahead. (Moraga, 2015, p. xix)","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"251 - 265"},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41540632","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 : 2022-05-27DOI: 10.1080/03626784.2022.2072665
J. Flores, Andrea Román Alfaro
Abstract Critical pedagogy scholars have described teaching as an act of love. This love is not a trivial emotion but a conscious action that demonstrates care, respect, honesty, listening, and solidarity. However, translating love and other principles of critical pedagogy into the classroom can be complex and painful. This article discusses our pedagogical experiences of love and care inside and outside classrooms. Our reflections on working in a juvenile detention center and a food justice mutual aid project show how understanding love, care, and solidarity as actions have been essential for working with our communities. At the same time, our experiences pose questions about the complexities and possibilities of loving and caring in precarious and totalitarian circumstances. We contribute to thinking about the application of critical pedagogy beyond school classrooms.
{"title":"Critical pedagogy: Loving and caring within and beyond the classroom","authors":"J. Flores, Andrea Román Alfaro","doi":"10.1080/03626784.2022.2072665","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072665","url":null,"abstract":"Abstract Critical pedagogy scholars have described teaching as an act of love. This love is not a trivial emotion but a conscious action that demonstrates care, respect, honesty, listening, and solidarity. However, translating love and other principles of critical pedagogy into the classroom can be complex and painful. This article discusses our pedagogical experiences of love and care inside and outside classrooms. Our reflections on working in a juvenile detention center and a food justice mutual aid project show how understanding love, care, and solidarity as actions have been essential for working with our communities. At the same time, our experiences pose questions about the complexities and possibilities of loving and caring in precarious and totalitarian circumstances. We contribute to thinking about the application of critical pedagogy beyond school classrooms.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"385 - 396"},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49221058","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 : 2022-05-27DOI: 10.1080/03626784.2022.2072669
Aurora Santiago Ortiz, Antonio Navarro Pérez, Paulette Agosto Ortiz, Coralis Cruz González, Michelle Román Oyola
Abstract In the wake of Hurricane Maria and in response to the negligent inefficiency of the local and federal governments, community groups and collectives, grassroots organizations, and activists of multiple causes began organizing under the principles of mutual aid and solidarity in Puerto Rico. One of these is the Colectivo Casco Urbano de Cayey (CCUC), a community organization comprised of local activists and community leaders, undergraduate students, and a professor. This essay brings together four members of the collective in a dialogue where they reflect on the central role of solidarity in the CCUC’s organizing and projects and the ways solidarity operates as a praxis of self-determination in the face of neoliberal austerity measures in Puerto Rico. We also highlight the relational work that was done prior to establishing the CCUC that enabled its creation. We also discuss how we negotiate our collaborative relationship across difference through critical dialogue and reflection, the challenges that arise because of our colonial subjectivities, and the ways we circumvent colonial logics through other ways of being and relating anchored in solidarity and interdependence.
{"title":"“La solidaridad no perece”: Community organizing, political agency, and mutual aid in Puerto Rico","authors":"Aurora Santiago Ortiz, Antonio Navarro Pérez, Paulette Agosto Ortiz, Coralis Cruz González, Michelle Román Oyola","doi":"10.1080/03626784.2022.2072669","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072669","url":null,"abstract":"Abstract In the wake of Hurricane Maria and in response to the negligent inefficiency of the local and federal governments, community groups and collectives, grassroots organizations, and activists of multiple causes began organizing under the principles of mutual aid and solidarity in Puerto Rico. One of these is the Colectivo Casco Urbano de Cayey (CCUC), a community organization comprised of local activists and community leaders, undergraduate students, and a professor. This essay brings together four members of the collective in a dialogue where they reflect on the central role of solidarity in the CCUC’s organizing and projects and the ways solidarity operates as a praxis of self-determination in the face of neoliberal austerity measures in Puerto Rico. We also highlight the relational work that was done prior to establishing the CCUC that enabled its creation. We also discuss how we negotiate our collaborative relationship across difference through critical dialogue and reflection, the challenges that arise because of our colonial subjectivities, and the ways we circumvent colonial logics through other ways of being and relating anchored in solidarity and interdependence.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"337 - 350"},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569595","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：