Pub Date : 2022-03-04DOI: 10.1080/03626784.2022.2042162
Josephine H. Pham
Abstract In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral conditions of schooling into communal learning spaces of solidarity and activism, (2) engaged students in everyday dialogue about racism, power, and just possibilities, and (3) subverted scripted curricula by drawing on students and his own counternarratives as resources for sociopolitical learning. These practices were improvisationally leveraged on the day of a US national student-led walkout to expand multiple opportunities for politically marginalized Latinx students to organize collective action against gun violence. Offering a more intergenerational and intersectional lens of resistance and social change, I provide implications for eradicating oppressive schooling conditions that constrain the potential of students and teachers of Color as movement-makers and civic leaders in daily classroom life.
{"title":"Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance","authors":"Josephine H. Pham","doi":"10.1080/03626784.2022.2042162","DOIUrl":"https://doi.org/10.1080/03626784.2022.2042162","url":null,"abstract":"Abstract In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students’ agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral conditions of schooling into communal learning spaces of solidarity and activism, (2) engaged students in everyday dialogue about racism, power, and just possibilities, and (3) subverted scripted curricula by drawing on students and his own counternarratives as resources for sociopolitical learning. These practices were improvisationally leveraged on the day of a US national student-led walkout to expand multiple opportunities for politically marginalized Latinx students to organize collective action against gun violence. Offering a more intergenerational and intersectional lens of resistance and social change, I provide implications for eradicating oppressive schooling conditions that constrain the potential of students and teachers of Color as movement-makers and civic leaders in daily classroom life.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"518 - 543"},"PeriodicalIF":1.7,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46343236","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 : 2022-01-01DOI: 10.1080/03626784.2021.2021373
Sookpil Jang
Abstract This article explores national curriculum change initiated by the South Korean state by examining the 2015 curriculum reform. Relying on interviews with policy actors who participated in the curriculum-making process, I aimed to understand how certain reform ideas within an institutionalized, state-led curriculum change made—or failed to make—their way into official documents. Three main themes emerged from interviews: (a) entrepreneurial vision supported by elite bureaucrats and politicians, (b) education professors importing performance standards from the United States, and (c) parent-citizens empowered by education consumerism opposing elitism. Based on the data analysis, I argue cyclical South Korean national curriculum revisions, dominated by Korean elites, function as a social apparatus to disseminate and underpin neoliberal ideology. I also argue parent-citizens’ political activism—empowered by three decades of education consumerism policies—succeeded in challenging Korean elitism and demonstrated anti-neoliberalism potential. As a theoretical framework, I chose critical works addressing neoliberal education reform discourses. I conclude by discussing the future of national curriculum making in the continued process of neoliberalisation.
{"title":"Creating entrepreneurs: National curriculum change in South Korea","authors":"Sookpil Jang","doi":"10.1080/03626784.2021.2021373","DOIUrl":"https://doi.org/10.1080/03626784.2021.2021373","url":null,"abstract":"Abstract This article explores national curriculum change initiated by the South Korean state by examining the 2015 curriculum reform. Relying on interviews with policy actors who participated in the curriculum-making process, I aimed to understand how certain reform ideas within an institutionalized, state-led curriculum change made—or failed to make—their way into official documents. Three main themes emerged from interviews: (a) entrepreneurial vision supported by elite bureaucrats and politicians, (b) education professors importing performance standards from the United States, and (c) parent-citizens empowered by education consumerism opposing elitism. Based on the data analysis, I argue cyclical South Korean national curriculum revisions, dominated by Korean elites, function as a social apparatus to disseminate and underpin neoliberal ideology. I also argue parent-citizens’ political activism—empowered by three decades of education consumerism policies—succeeded in challenging Korean elitism and demonstrated anti-neoliberalism potential. As a theoretical framework, I chose critical works addressing neoliberal education reform discourses. I conclude by discussing the future of national curriculum making in the continued process of neoliberalisation.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"51 - 74"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648787","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 : 2022-01-01DOI: 10.1080/03626784.2022.2022334
Shashank P. Kumar
In the contemporary world, systems and processes of state-sponsored and state-recognized mass education (henceforth, formal education) are based on ideas that liken curriculum to maps. According to such perspectives, one role of curriculum in formal education is to prescribe how large numbers of people might be oriented to regard and live in the world in ways that sustain the sovereignty, prosperity, and influence of the nation-states that govern their lives (Lima, 2007; Pathak, 2013; Ramirez & Boli, 1987). As such, curricula, like maps, validate generalized representations of what constitutes the reality of the world and prescribe desirable and appropriate ways for all its users to know about and navigate through it. Informed by such ideas, processes of formal education typically begin with the articulation of state-defined or state-approved curricular aims, followed by the enactment of systems and procedures to achieve them. This logic of how curriculum ought to (and does) structure formal education operates with striking similarity in modern nation-states across the world despite differences in political systems, socio-economic structures, and cultural practices (DeMarrais & LeCompte, 1999; Meyer et al., 1997). This is reflected in the global ubiquity of phenomena such as curriculum policies, curriculum boards, official syllabi and textbooks, and the various social-political roles and processes associated with them. The notions of curriculum as maps that underpin formal education today were first generated by social and political elites in post-Enlightenment Western Europe. They applied these ideas to institute the first historical instances of mass schooling. In doing so, they sought to facilitate post-monarchic national integration and industrial capitalism at home, as well as resource extraction and colonial expansion abroad (Ramirez & Boli, 1987). Subsequently, the ruling classes of settler colonial, post-colonial, and other transitional monarchic societies across the world adapted these ideas and applied them to enable the consolidation and development of new nation-states (Chilcote, 2002; Irogbe, 2005; Leroy, 2016; Tuck & Gaztambide-Fernández, 2013; Veracini, 2014). With their origins in these socio-historical processes, practices of creating and enacting curriculum for formal education in the modern era are deeply shaped by ruling class anxieties about holding on to power and social control in the context of nation-states. In choosing to approach curriculum in the spirit of drafting maps, social and political elites reveal their desires to define and enforce boundaries that constrain collective experiences in ways that help them secure legitimate power within the state apparatus and in society at large.
{"title":"Curriculum, more than a journey on a map","authors":"Shashank P. Kumar","doi":"10.1080/03626784.2022.2022334","DOIUrl":"https://doi.org/10.1080/03626784.2022.2022334","url":null,"abstract":"In the contemporary world, systems and processes of state-sponsored and state-recognized mass education (henceforth, formal education) are based on ideas that liken curriculum to maps. According to such perspectives, one role of curriculum in formal education is to prescribe how large numbers of people might be oriented to regard and live in the world in ways that sustain the sovereignty, prosperity, and influence of the nation-states that govern their lives (Lima, 2007; Pathak, 2013; Ramirez & Boli, 1987). As such, curricula, like maps, validate generalized representations of what constitutes the reality of the world and prescribe desirable and appropriate ways for all its users to know about and navigate through it. Informed by such ideas, processes of formal education typically begin with the articulation of state-defined or state-approved curricular aims, followed by the enactment of systems and procedures to achieve them. This logic of how curriculum ought to (and does) structure formal education operates with striking similarity in modern nation-states across the world despite differences in political systems, socio-economic structures, and cultural practices (DeMarrais & LeCompte, 1999; Meyer et al., 1997). This is reflected in the global ubiquity of phenomena such as curriculum policies, curriculum boards, official syllabi and textbooks, and the various social-political roles and processes associated with them. The notions of curriculum as maps that underpin formal education today were first generated by social and political elites in post-Enlightenment Western Europe. They applied these ideas to institute the first historical instances of mass schooling. In doing so, they sought to facilitate post-monarchic national integration and industrial capitalism at home, as well as resource extraction and colonial expansion abroad (Ramirez & Boli, 1987). Subsequently, the ruling classes of settler colonial, post-colonial, and other transitional monarchic societies across the world adapted these ideas and applied them to enable the consolidation and development of new nation-states (Chilcote, 2002; Irogbe, 2005; Leroy, 2016; Tuck & Gaztambide-Fernández, 2013; Veracini, 2014). With their origins in these socio-historical processes, practices of creating and enacting curriculum for formal education in the modern era are deeply shaped by ruling class anxieties about holding on to power and social control in the context of nation-states. In choosing to approach curriculum in the spirit of drafting maps, social and political elites reveal their desires to define and enforce boundaries that constrain collective experiences in ways that help them secure legitimate power within the state apparatus and in society at large.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"1 - 8"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42219248","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 : 2022-01-01DOI: 10.1080/03626784.2021.2012404
Phyllis Kyei Mensah
Abstract In countries from which enslaved Africans were forcibly taken to the new world, critical discussion of the Transatlantic Slave Trade (TST) and its Diaspora remains elusive, especially in educational spaces. Ghana is one such country that is deeply connected to the TST and yet struggles to engage it in the social studies syllabus. This article contributes to this literature by using a single instrumental case study approach to interrogate the inherent contradictions in Ghana’s collective remembering of the TST and its Diaspora in the junior high school (JHS) social studies syllabus. Using data from nine interviews and a directed content analysis of the 2007–2019 JHS social studies syllabus, I find that while the syllabus highlights the TST, it fails to critically and deeply engage students on either the TST or its Diaspora. Rather, it situates the TST as a minor event in the broader and monumental colonial, anti-colonial, and post-independence narratives. Ultimately, this creates misinformation and ignorance about the TST and its Diaspora among Ghanaian youth, further facilitating a disconnection between them and the TST’s Diaspora. In the article, I discuss broader implications for African and African Diaspora relationships and solidarity. I recommend a critical collective remembering (CCR) approach to teaching the TST which comprehensively highlights actors, victims, survivors, counter-narratives, and contemporary implications. CCR uses relevant creative, technology-based, and collaborative pedagogical and dialogical methods to make this history and social studies education relevant and meaningful for the younger generation.
{"title":"Collective memory and the transatlantic slave trade: Remembering education towards new diasporic connections","authors":"Phyllis Kyei Mensah","doi":"10.1080/03626784.2021.2012404","DOIUrl":"https://doi.org/10.1080/03626784.2021.2012404","url":null,"abstract":"Abstract In countries from which enslaved Africans were forcibly taken to the new world, critical discussion of the Transatlantic Slave Trade (TST) and its Diaspora remains elusive, especially in educational spaces. Ghana is one such country that is deeply connected to the TST and yet struggles to engage it in the social studies syllabus. This article contributes to this literature by using a single instrumental case study approach to interrogate the inherent contradictions in Ghana’s collective remembering of the TST and its Diaspora in the junior high school (JHS) social studies syllabus. Using data from nine interviews and a directed content analysis of the 2007–2019 JHS social studies syllabus, I find that while the syllabus highlights the TST, it fails to critically and deeply engage students on either the TST or its Diaspora. Rather, it situates the TST as a minor event in the broader and monumental colonial, anti-colonial, and post-independence narratives. Ultimately, this creates misinformation and ignorance about the TST and its Diaspora among Ghanaian youth, further facilitating a disconnection between them and the TST’s Diaspora. In the article, I discuss broader implications for African and African Diaspora relationships and solidarity. I recommend a critical collective remembering (CCR) approach to teaching the TST which comprehensively highlights actors, victims, survivors, counter-narratives, and contemporary implications. CCR uses relevant creative, technology-based, and collaborative pedagogical and dialogical methods to make this history and social studies education relevant and meaningful for the younger generation.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"31 - 50"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43389099","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 : 2022-01-01DOI: 10.1080/03626784.2022.2027729
Veena Vasudevan
Abstract This article draws from a two-year ethnography at an urban public high school to analyze how high school students came together around a shared love for dance to create a youth-led affinity space. The high school students, Black youth in their freshman year of high school, navigated the complexities of creating a dance team and collaboratively composing dances, which in this article are theorized as multimodal texts. The analysis reveals how the student dancers practiced vulnerability, engaged in play as radical praxis, and were seen as creative cultural producers within school. While youth of color live rich literate and culturally productive lives, their literacies are often obscured or devalued within school. Curriculum and pedagogies tend to prescribe specific ways of making meaning that limit how youth can express themselves by dictating language, literacies, and body movement. Thus, this article illustrates how youth-led spaces can create opportunities to nurture youth’s literate identities and reimagine relationships with each other and school.
{"title":"Designing their own curriculum: How youth co-constructed a dance team that opposed traditional student–school relationships","authors":"Veena Vasudevan","doi":"10.1080/03626784.2022.2027729","DOIUrl":"https://doi.org/10.1080/03626784.2022.2027729","url":null,"abstract":"Abstract This article draws from a two-year ethnography at an urban public high school to analyze how high school students came together around a shared love for dance to create a youth-led affinity space. The high school students, Black youth in their freshman year of high school, navigated the complexities of creating a dance team and collaboratively composing dances, which in this article are theorized as multimodal texts. The analysis reveals how the student dancers practiced vulnerability, engaged in play as radical praxis, and were seen as creative cultural producers within school. While youth of color live rich literate and culturally productive lives, their literacies are often obscured or devalued within school. Curriculum and pedagogies tend to prescribe specific ways of making meaning that limit how youth can express themselves by dictating language, literacies, and body movement. Thus, this article illustrates how youth-led spaces can create opportunities to nurture youth’s literate identities and reimagine relationships with each other and school.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"9 - 30"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46380897","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 : 2021-11-11DOI: 10.1080/03626784.2021.1994837
J. Kenway, Adam Howard
Abstract Elite universities are often believed to represent education’s gold standard and to produce highly educated luminaries who rightfully take their places leading all the institutions that matter in societies across the world. We begin by explaining how this is so. Then we discuss what we call monster methodologies, suggesting why and how we employed them to disrupt the seductive appeal of elite universities. Deploying zombie, werewolf, and vampire metaphors, we identify various ways that elite universities are monstrous and the kinds of student monsters that they produce, honour, harbour, and reject. Exploring the zombie culture of elite universities in the Global North, we highlight how the monstrous dynamics of perfectionism place unhuman demands on many students which lead to them becoming the walking dead. Next, we examine the werewolf identities of elite universities and highlight the ongoing dialectical interchange between their highly reputable public and deeply disreputable private abodes. We also acknowledge the magnificent student monsters who challenge these monstrous institutions. We then turn to the Global South and South African elite universities. Illuminating the ways they are infused with the remains of the monstrous alliance between capitalism, colonialism, and apartheid, we analyse the vampire curriculum that sucks the strength, vigour, and energy from students. And we show how students have sought to become vampire slayers. Overall, we illustrate the merits of deploying monsters to disrupt the allure and expose the injurious practices of elite universities.
{"title":"Elite universities: Their monstrous promises and promising monsters","authors":"J. Kenway, Adam Howard","doi":"10.1080/03626784.2021.1994837","DOIUrl":"https://doi.org/10.1080/03626784.2021.1994837","url":null,"abstract":"Abstract Elite universities are often believed to represent education’s gold standard and to produce highly educated luminaries who rightfully take their places leading all the institutions that matter in societies across the world. We begin by explaining how this is so. Then we discuss what we call monster methodologies, suggesting why and how we employed them to disrupt the seductive appeal of elite universities. Deploying zombie, werewolf, and vampire metaphors, we identify various ways that elite universities are monstrous and the kinds of student monsters that they produce, honour, harbour, and reject. Exploring the zombie culture of elite universities in the Global North, we highlight how the monstrous dynamics of perfectionism place unhuman demands on many students which lead to them becoming the walking dead. Next, we examine the werewolf identities of elite universities and highlight the ongoing dialectical interchange between their highly reputable public and deeply disreputable private abodes. We also acknowledge the magnificent student monsters who challenge these monstrous institutions. We then turn to the Global South and South African elite universities. Illuminating the ways they are infused with the remains of the monstrous alliance between capitalism, colonialism, and apartheid, we analyse the vampire curriculum that sucks the strength, vigour, and energy from students. And we show how students have sought to become vampire slayers. Overall, we illustrate the merits of deploying monsters to disrupt the allure and expose the injurious practices of elite universities.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"75 - 96"},"PeriodicalIF":1.7,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44438073","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 : 2021-10-20DOI: 10.1080/03626784.2021.2014227
Diana M. Barrero Jaramillo, Rubén Gaztambide-Fernández
it would be difficult for us, as authors, to tell you, as readers, how we go about writing this editorial. We could describe a few steps we take, like brainstorming, reading and re-reading the articles, formulating a throughline and finding connections, and creating an outline. But how precisely we go about writing sentences, creating paragraphs, and weaving ideas together is not something we can quite explain, even though we do it all the time. While we do this thing called writing, how different knowledges and experiences inform or shape the way we write is hard to describe. the same is true of teaching. the practices of teachers in classrooms are perhaps more complex than writing an editorial—and the consequences are of course much more significant! How teachers teach has a direct impact on the kinds of experiences students have, what and how they learn—or do not learn—and to some extent, who students become. While some aspects of what teachers do can be described, codified, explained, and made explicit, much of what happens in classrooms is implicit, subtle, based on instincts, and moved by assumptions that are hard to pinpoint or identify, much less explain. often, experienced teachers do what they do simply because they know—or think they know—that it works, without necessarily being able to explain why it works. this is what some curriculum scholars have framed as teachers’ “practical knowledge,” the things teachers know that implicitly shape what they do in practice (Clandinin, 1985; Elbaz, 1981). Since its development as a way to understand what teachers know and how it informs what they do, the concept of teachers’ practical knowledge has had a significant influence on curriculum studies and teacher development in particular. as a powerful way to understand teacher practice “as being driven by an intuitive, often inexpressible, and fundamentally situated know-how,” practical knowledge “captures the contingent and situated nature of the day-to-day lived experiences of many teachers” (aspbury-Miyanishi, this issue, p. 480). Yet, as Edmund aspbury-Miyanishi points out in the first article in this issue, titled “the Skilled teacher: a Heideggerian approach to teacher Practical Knowledge,” the concept of practical knowledge does not sufficiently account for the contextual circumstances that lead teachers to take some action instead of another. in other words, relying on practical knowledge assumes that teachers take actions based only on what they know and does not account for the external conditions that shape whether and how teachers make decisions about which knowledge is relevant for action under which circumstances.
{"title":"What teachers know, what teachers do","authors":"Diana M. Barrero Jaramillo, Rubén Gaztambide-Fernández","doi":"10.1080/03626784.2021.2014227","DOIUrl":"https://doi.org/10.1080/03626784.2021.2014227","url":null,"abstract":"it would be difficult for us, as authors, to tell you, as readers, how we go about writing this editorial. We could describe a few steps we take, like brainstorming, reading and re-reading the articles, formulating a throughline and finding connections, and creating an outline. But how precisely we go about writing sentences, creating paragraphs, and weaving ideas together is not something we can quite explain, even though we do it all the time. While we do this thing called writing, how different knowledges and experiences inform or shape the way we write is hard to describe. the same is true of teaching. the practices of teachers in classrooms are perhaps more complex than writing an editorial—and the consequences are of course much more significant! How teachers teach has a direct impact on the kinds of experiences students have, what and how they learn—or do not learn—and to some extent, who students become. While some aspects of what teachers do can be described, codified, explained, and made explicit, much of what happens in classrooms is implicit, subtle, based on instincts, and moved by assumptions that are hard to pinpoint or identify, much less explain. often, experienced teachers do what they do simply because they know—or think they know—that it works, without necessarily being able to explain why it works. this is what some curriculum scholars have framed as teachers’ “practical knowledge,” the things teachers know that implicitly shape what they do in practice (Clandinin, 1985; Elbaz, 1981). Since its development as a way to understand what teachers know and how it informs what they do, the concept of teachers’ practical knowledge has had a significant influence on curriculum studies and teacher development in particular. as a powerful way to understand teacher practice “as being driven by an intuitive, often inexpressible, and fundamentally situated know-how,” practical knowledge “captures the contingent and situated nature of the day-to-day lived experiences of many teachers” (aspbury-Miyanishi, this issue, p. 480). Yet, as Edmund aspbury-Miyanishi points out in the first article in this issue, titled “the Skilled teacher: a Heideggerian approach to teacher Practical Knowledge,” the concept of practical knowledge does not sufficiently account for the contextual circumstances that lead teachers to take some action instead of another. in other words, relying on practical knowledge assumes that teachers take actions based only on what they know and does not account for the external conditions that shape whether and how teachers make decisions about which knowledge is relevant for action under which circumstances.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"51 1","pages":"473 - 478"},"PeriodicalIF":1.7,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44929382","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 : 2021-10-11DOI: 10.1080/03626784.2021.1985925
Kate Cairns
Abstract This paper contributes to scholarship exploring the affective politics of environmental education. Building on Nixon’s (2011) conception of slow violence, I argue that the slow violence of ecological destruction presents not only a representational challenge but also a pedagogical one: how to confront violent systems that degrade and harm particular people and places without reinscribing this damage? Drawing on qualitative research with youth-focused environmental organizations in Camden, New Jersey, I explore two very different responses to this challenge. In an effort to shield youth from the affective injuries of confronting slow violence, pedagogies of immediacy mobilize feelings of personal accomplishment through immediate action in the local environment. By contrast, pedagogies of excavation interrogate the historical and structural underpinnings of environmental injustices and channel associated affects into collective visions for more just futures. My analysis interrogates the racial, scalar, and affective politics at work in these pedagogies and considers the implications for feeling environmental (in)justice. While pedagogies of immediacy are framed as well-intentioned efforts to counter territorial stigma and generate good feelings through individual impact, I argue that such efforts ultimately reinscribe the very deficit perspectives they seek to challenge. These pedagogical differences have material implications in an inequitable and racialized funding landscape, where environmental organizations must compete for resources and may find themselves beholden to the very corporations that perpetuate ecological injuries.
{"title":"Feeling environmental justice: Pedagogies of slow violence","authors":"Kate Cairns","doi":"10.1080/03626784.2021.1985925","DOIUrl":"https://doi.org/10.1080/03626784.2021.1985925","url":null,"abstract":"Abstract This paper contributes to scholarship exploring the affective politics of environmental education. Building on Nixon’s (2011) conception of slow violence, I argue that the slow violence of ecological destruction presents not only a representational challenge but also a pedagogical one: how to confront violent systems that degrade and harm particular people and places without reinscribing this damage? Drawing on qualitative research with youth-focused environmental organizations in Camden, New Jersey, I explore two very different responses to this challenge. In an effort to shield youth from the affective injuries of confronting slow violence, pedagogies of immediacy mobilize feelings of personal accomplishment through immediate action in the local environment. By contrast, pedagogies of excavation interrogate the historical and structural underpinnings of environmental injustices and channel associated affects into collective visions for more just futures. My analysis interrogates the racial, scalar, and affective politics at work in these pedagogies and considers the implications for feeling environmental (in)justice. While pedagogies of immediacy are framed as well-intentioned efforts to counter territorial stigma and generate good feelings through individual impact, I argue that such efforts ultimately reinscribe the very deficit perspectives they seek to challenge. These pedagogical differences have material implications in an inequitable and racialized funding landscape, where environmental organizations must compete for resources and may find themselves beholden to the very corporations that perpetuate ecological injuries.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"51 1","pages":"522 - 541"},"PeriodicalIF":1.7,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59454212","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 : 2021-09-11DOI: 10.1080/03626784.2021.1973336
Edmund Aspbury-Miyanishi
Abstract The concept of teacher practical knowledge (PK), with its emphasis on the intuitive and situated nature of teaching practice, has provided a compelling approach to understanding what underlies teaching practice. However, much of the literature around PK focuses on teacher reflections on their practice and leaves unexplored the question of how a teaching situation elicits particular practices from teachers. Moreover, there is a tendency to focus on individual PK, and this means that the social dimension, and particularly the socially normative element, of teaching practice is perhaps underappreciated. This article develops what I call the skilled teacher approach (STA) to teaching practice, which shifts the focus from teachers’ individual cognitions about practice to what teachers directly perceive as possible in their fundamentally social teaching environment. This approach is rooted in Heidegger’s phenomenology but also draws substantially on ecological psychology literature and argues that what teachers do in practice is largely a product of the affordances they directly perceive in their practice environment. It also argues that much of the landscape of affordances that a teacher perceives is socially constructed. Consequently, a significant part of PK relates to a sensitivity to the socially given affordances and knowing intuitively “what one does” as a teacher. This approach offers a different, yet complementary, understanding of teaching practice and suggests new ways of engendering positive change in practice.
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