Abstract This article recounts my experience serving as an expert witness at a Human Rights Tribunal. In 2018–2019, a grade six trans girl, known only as AB, sued the Ontario provincial government in Canada for revoking a progressive sex education curriculum that addressed gender and sexual identity. While working as an advocate for AB, I wrestled with my own relationship to expertise both within the

Abstract I position the use of counter-narratives as a critical approach that grants students agency and meaning in their learning and provides teachers with opportunities to present silenced curricular narratives as relevant and necessary in a globalized setting such as North America. Counter-narratives focus on a subject that preserves colonial and neo-colonial narratives to millions of K–12 students

Abstract Given ecological atrocities and widespread ill mental health among humans, this article contemplates possibilities for educations of ecological well-becoming. It introduces contemplative, emotion-aware, and cosmospolitan embraces as part of such educations. Additionally, with reference to psychoanalysis, Buddhist thought, and Indigenous, specifically Anishinaabe, wisdom, I consider and complicate

Abstract Existing research on history education’s role in agendas of transitional justice is focused on societies undertaking regime change or rebuilding after extensive conflict and often centres disciplinary competencies as part of educational reform objectives to support political transition. However, the orientation towards transitional justice in settler colonial democracies such as Australia

Abstract Teacher beliefs about race and dis/ability11 Like several authors, I use dis/ability to “call attention to ways in which the latter overwhelmingly signals a specific inability to perform culturally-defined expected tasks (such as learning or walking) that come to define the individual as primarily and generally ‘unable’ to navigate society … The ‘/’ in dis/ability disrupts misleading understandings

(2021). Manhaj, or curriculum, broadly defined. Curriculum Inquiry: Vol. 51, No. 2, pp. 181-190.

Abstract Land acknowledgements have become almost ubiquitous in post-secondary education settings in Canada. However, the origins and widespread popularity of these practices has gone largely unexamined. In this article, the literature on land acknowledgement practices in Canada is reviewed, focusing in particular on the growing criticisms of these acknowledgements. While initially understood as culturally

Abstract Reading is often regarded as a public good and an essential part of developing almost every aspect of human potential. In this article, we survey the “affective economies” of literary reading through a textual and visual analysis of documents issued by Chile’s Ministry of Education. Through a critical and diffractive reading of these documents with Ahmed’s (2004, 2010) and Braidotti’s (2018)

(2021). Foreword. Curriculum Inquiry: Vol. 51, Curricular Confrontations in the Wake of Anti-Blackness and the Break of Black Possibilities, pp. 1-14.

(2021). Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies. Curriculum Inquiry: Vol. 51, Curricular Confrontations in the Wake of Anti-Blackness and the Break of Black Possibilities, pp. 15-34.

Abstract This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students

Abstract Inspired by jazz’s epistemologies and structures, this article was written as a Black liberatory jazz album on Black Boy Joy. Threaded through musical tracks, Black Boy Joy is conceptualized as a Black spiritual Life Force and a liberatory emotional expression that refuses the anti-Black curriculum antagonizing Black boys. Black Boy Joy centers Black joy through desire-based refusal and reclaims

Abstract Black affective networks form in evanescent moments when two or more Black people in a white space cluster around a Black feeling and other things. This article is a feminist narrative inquiry into Black affective networks in classrooms on the campuses of Predominantly White Institutions (PWIs) in the United States. Authors inhabit dual roles as researchers and study participants in an investigation

Abstract Curriculum studies, like nearly all education scholarship, are predicated on Black suffering and death. Inspired by Christina Sharpe’s treatise In the Wake: On Blackness and Being, we will engage with the difficult questions of what it means to be curriculum theorists inculcated into whiteness and settlement. Pivoting Cheryl Harris’s renowned assertion that whiteness is property, we consider

Abstract Recently, talk of “fake news” – and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism – has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping

(2020). Re-imagining difference in the pedagogical encounter. Curriculum Inquiry: Vol. 50, No. 5, pp. 373-377.

Abstract This article explores the cultural practice of observation in teacher education, focusing on how teachers “learn to see” the differences between students. Conceptualizing “the visual” as a curricular problem that produces certain knowledge as in/valuable, I historicize the practice of scientific observation as embodying anticipatory reasoning, which directs teachers to see, name, and categorize

Abstract In this article, we examine two stories about white femininity. The first, written by Danielle, was an assignment in a pre-service teacher education course. The second story is of the fictional Lily—the main character of an internationally best-selling novel. In our analyses, we pay special attention to how enduring racist images and caricatures of black people function in the complex social

Abstract While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the “Other” without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad

Abstract In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour

(2020). Reviewers for Volume 50. Curriculum Inquiry: Vol. 50, No. 5, pp. 462-463.

(2021). Re-imagining difference in the pedagogical encounter. Curriculum Inquiry. Ahead of Print.

Abstract Beginning with a storied moment of encounter at an academic conference in which several scholars confidently asserted the need to “humanize those who have been dehumanized”, I engage in autobiographical narrative inquiry into my tensions with this seemingly “common sense” pedagogical belief and curricular approach. I do so by interweaving my stories of experiences as a teacher educator, intergenerational

Abstract Curriculum within the US was birthed in a context of antiblackness and continues to operate as anti-Black through imagining Black youth as less than and uneducable. However, despite the ways educational space has historically worked to image Black children and communities through deficit lenses, the creation of non-traditional Black curricular spaces has long served as a strategy of resistance

Abstract In this manuscript, we examine two stories about white femininity. The first, written by Danielle, was an assignment in a pre-service teacher education course. The second story is of the fictional Lily—the main character of an internationally best-selling novel. In our analyses, we pay special attention to how enduring racist images and caricatures of black people function in the complex social

(2020). Growing out of childhood innocence. Curriculum Inquiry: Vol. 50, No. 4, pp. 281-290.

Abstract Difficult histories that may contradict national values are rarely taught in elementary schools. This comparative study of two elementary educators examines their pedagogical approaches to the teaching of Japanese American incarceration as difficult history. Framed by Asian American critical race theory, the teachers' practices revealed challenges in teaching Japanese American incarceration

Abstract This article works with autobiographical methodologies such as those proposed and propagated by Madeleine Grumet and William Pinar (1975 Pinar, W. (1975). The method of “currere” [Conference presentation]. Annual Meeting of the American Research Association, Washington, DC, United States. [Google Scholar], 2004 Pinar, W. (2004). What is curriculum theory? Lawrence Erlbaum Associates. [Google

(2020). Are we all in this together? COVID-19, imperialism, and the politics of belonging. Curriculum Inquiry: Vol. 50, No. 3, pp. 195-204.

Abstract Disabled refugees experience multiple barriers through the process of resettlement, and yet, their perspectives are rarely solicited in discussions of refugee policy and practice. This article focuses on the life history and resettlement experiences of Samir Omar, a disabled refugee, who recounts how he learned to navigate resettlement through his interactions with the state. Data for this

Abstract Black Muslim youth confront antiblackness and Islamophobia in US schools and society, yet few studies examine how this population navigates these intersecting oppressions. In addition, there has been a dearth of scholarly literature that explores the educational spaces in which Black Muslim youth are nurtured and affirmed. This article addresses these understudied areas by examining a community

Abstract This essay focuses on the disavowed histories of Italy’s fascist past with a specific focus on how select historical disavowals reverberate in the present through the law of restricted citizenship, policies governing the lives of migrants, and recent pro-natal campaigns. I take as the occasion for my discussion, the 2017 exhibit at the Museo della Shoah in Rome, entitled “The Enemy Race: Nazi

Abstract Using methods informed by ethnomusicology, this study highlights lyrical themes in songs and visual imageries created by Black rappers who attended public schools in the United States. Our analysis reveals the anti-Blackness and ableism these artists encountered and uncovers ideologies conflating Blackness, disability, and inferiority within school-based contexts. The lyrics include rappers'

Abstract This article introduces a new theoretical framework comprised of three principles for teaching, learning, and researching gender in a way that celebrates gender diversity and centers transgender experiences and knowledge. The first principle describes how gender operates on multiple levels including individual, institutional, and socio-cultural. The second principle explores genderism as a

Abstract Curriculum change involves struggles among political actors and interest groups, and those efforts related to sex education have been noted for their particularly vexatious character. When Doug Ford was elected Premier of Ontario, Canada in 2018, he immediately repealed the comprehensive health curriculum of 2015 and attempted to muzzle teachers during the 2018–2019 school year, only to unveil

Abstract This article presents Al-Kindi as the first Arab intercultural curriculum theorizer, rather than the first Arab philosopher as is often argued. He envisioned an intercultural and interdisciplinary curriculum within the Arabic intellectual tradition. This article proposes Al-Kindism as a conceptual framework for education that revisits interdisciplinary and intercultural possibilities geared

Abstract From the vantage point of Ta Moko, this paper reads educational practices as ancestral rituals engendering antibrownness. Antibrownness is the social and analytical routine that this paper attempts to unsettle by examining the curricular practices of difference making in literacy in primary education in the US as the locus of colonial interrogation. The paper unpacks how young people reckon

(2020). Curriculum co-presences and an ecology of knowledges. Curriculum Inquiry: Vol. 50, No. 2, pp. 99-104.

(2020). Invitations to difference: Refusing white pedagogies of racial inclusions. Curriculum Inquiry: Vol. 50, No. 1, pp. 1-6.

Abstract Common typologies frame youth participation as something that exists at different hierarchical, or linear, levels or stages. In these models, non-participation is positioned as something negative or not addressed at all. Scholars have critiqued these typologies for ignoring contextual specificities and complexities, nuances, and power dynamics inherent in participatory processes. In this article

Abstract In this article, I draw on my experiences as a non-binary researcher in a high school to interrogate the normative construction of adulthood. I centre the discussion on the concept of adulthood in order to interrogate a presumption within the field of education that all researchers are recognized as adults. I argue that a person’s adherence to cisheteronormative logics is an integral aspect

Abstract This article draws from a two-year youth-informed, multi-site ethnographic study, in which interracial anti-racist youth activist groups (IAYAG) amplified their own pedagogical leadership in their schools. The demand for curricular relevance in urban schools is at an all-time high, and the work of youth organizers is in direct opposition to a standardized curriculum and other controls. Not

Abstract Singing and dancing for diversity examines a series of professional development workshops ostensibly centred on racial equity designed for secondary school teachers. Using the concept of neoliberal multiculturalism to critique the implementation of the workshops, this article illustrates how superficial multicultural curriculum distorts anti-racism and reproduces whiteness. The analysis focuses

Abstract History curriculum in Australia has moved beyond its traditional British imperial roots and currently takes a world history approach. Postmodern and postcolonial approaches have challenged the dominant Western metanarrative projected on and by curriculum and the inclusion of Asia-related histories has contributed to the diversification of the narratives represented. Nonetheless, as the analysis

Abstract Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a particular focus on liberal models. We situate

Abstract For decades, research summarizing educational outcomes has indicated significant disparities, which continue to impact the academic achievement and wellbeing of Black students in Ontario. These concerns are further amplified due to the lack of disaggregated educational data, making it difficult to outline and address disparities for specific groups of Black students, such as Black girls. Equity

(2019). Reviewers for volume 49. Curriculum Inquiry: Vol. 49, No. 5, pp. 593-595.

ABSTRACT In teaching social justice, educators draw from a diverse array of theoretical approaches. In so doing, analytically distinct concepts can get conflated, which significantly impacts student learning, particularly as they relate to teachers’ social justice goals. Using ethnography, this paper examines how a social justice educator mobilized a Freirean pedagogical approach to teach students

(2019). The work of attunement. Curriculum Inquiry: Vol. 49, No. 5, pp. 503-506.

Abstract Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage. Singapore: Springer], the current under-representation of Indigenous peoples in Canada’s K-12 education sector necessitates that non-Indigenous principals engage

Abstract In my second year teaching at the elementary level, two biracial first graders told a Black child that she could not play because her skin was too dark. I found myself, a white female teacher, using the language of the bullying prevention programme to ignore the racialized nature of the incident and ultimately enact a hidden curriculum of white supremacy. In this article, I analyze the incident

Abstract Resisting a deep-seated technical perspective of education, I attend to the notion of attunement as a key concept with which to imagine curriculum as a complicated conversation. As fully appreciating the meaning and potential of attunement requires an embodied sense of the word that is deployed by working from within our bodily, social, and autobiographical experiences, I explore the notion

Abstract Classrooms are host to complex sonic ecologies informed by ritualized patterns and routines, but there remains a dearth of scholarship studying everyday sounds of schooling. Such research is important because it can amplify in new ways how children’s identities are constructed and thickened over time. This interpretive case study takes up the question as it interrogates sound’s capacity to

Abstract When we consider disability and the curriculum, we usually mean preparing professionals to work with people with disabilities or including students with disabilities. Here, I provide a personal description of these ideas colliding. It's Fall 2017, and I'm taking a course on Augmentative and Alternative Communication (AAC). That means it's about disability, or really, about certain services

Abstract This article responds to the deadly consequences of the ongoing anti-Black racist and ableist educational settings in the United States, including the continuous historical trauma they create in the lives of targeted youth (dis/abled, Black, non-white, gender-variant, poor, immigrant). By way of sampling individual body maps of a New York City-based youth participatory action research study

Abstract As three teacher educators with familial ties to the Global South, but academically trained within the Global North, we adopt a de/colonial, intersectional feminist lens to analyze the “general education curriculum” in the United States. We use testimonios, each told in first-person, as entry points where we situate the entanglement of gendered, classed, linguistic, and racialized experiences

Abstract Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to

Abstract Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in

Abstract As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the “how” of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on my prior research, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular

(2019). Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis. Curriculum Inquiry: Vol. 49, Disability as Meta Curriculum: Epistemologies, Ontologies, and Transformative Praxis, pp. 357-372.