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Re-imagining difference in the pedagogical encounter Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-19 Preeti Nayak, Diana M. Barrero Jaramillo
(2020). Re-imagining difference in the pedagogical encounter. Curriculum Inquiry: Vol. 50, No. 5, pp. 373-377.
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Seeing the difference: Anticipatory reasoning of observation and its double gesture in teacher education Curriculum Inquiry (IF 1.111) Pub Date : 2021-03-02 Sun Young Lee
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
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Mammies, brute Negroes, and white femininity in teacher education Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-13 Erin Miller, Timothy Lensmire
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
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Melanated minds and diasporic bodies: Womanist curricular praxis as radical intervention in study abroad Curriculum Inquiry (IF 1.111) Pub Date : 2021-02-11 Kirsten T. Edwards
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
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Drag pedagogy: The playful practice of queer imagination in early childhood Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-25 Harper Keenan, Lil Miss Hot Mess
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
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Reviewers for Volume 50 Curriculum Inquiry (IF 1.111) Pub Date : 2021-03-02
(2020). Reviewers for Volume 50. Curriculum Inquiry: Vol. 50, No. 5, pp. 462-463.
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Re-imagining difference in the pedagogical encounter Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-19 Preeti Nayak, Diana M. Barrero Jaramillo
(2021). Re-imagining difference in the pedagogical encounter. Curriculum Inquiry. Ahead of Print.
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“We need a new story to guide us”: Towards a curriculum of Rahma Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-19 Muna Saleh
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
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“It’s really geniuses that live in the hood”: Black urban youth curricular un/makings and centering Blackness in slavery’s afterlife Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-18 Justin A. Coles
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
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Mammies, Brute Negroes, and White Femininity in Teacher Education Curriculum Inquiry (IF 1.111) Pub Date : 2021-01-13 Erin Miller, Timothy Lensmire
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
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Growing out of childhood innocence Curriculum Inquiry (IF 1.111) Pub Date : 2020-12-30 Neil Ramjewan, Julie C. Garlen
(2020). Growing out of childhood innocence. Curriculum Inquiry: Vol. 50, No. 4, pp. 281-290.
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“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-19 Noreen Naseem Rodríguez
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
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Autobiography as resistance to learnification in early childhood teacher education Curriculum Inquiry (IF 1.111) Pub Date : 2020-12-30 Clio Stearns, Aisha Guadalupe
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
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Are we all in this together? COVID-19, imperialism, and the politics of belonging Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-18 Shashank Kumar, Rubén Gaztambide-Fernández
(2020). Are we all in this together? COVID-19, imperialism, and the politics of belonging. Curriculum Inquiry: Vol. 50, No. 3, pp. 195-204.
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“I have an idea!”: A disabled refugee’s curriculum of navigation for resettlement policy and practice Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-18 Sally Wesley Bonet, Ashley Taylor
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
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Black Muslim brilliance: Confronting antiblackness and Islamophobia through transnational educational migration Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-02 Samiha Rahman
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
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Palimpsestic pedagogies: Mapping fascist violence against children from Mussolini’s dictatorship to present day Italy Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-02 Paula M. Salvio
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
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Rappers’ (special) education revelations: A Black feminist decolonial analysis Curriculum Inquiry (IF 1.111) Pub Date : 2020-11-02 Mildred Boveda, Johnnie Jackson, Valencia Clement
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'
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Advancing a critical trans framework for education Curriculum Inquiry (IF 1.111) Pub Date : 2020-10-13 Eli Kean
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
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The appropriation of sex education by conservative populism Curriculum Inquiry (IF 1.111) Pub Date : 2020-10-05 Lauren Bialystok, Jessica Wright, Taylor Berzins, Caileigh Guy, Em Osborne
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
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Al-Kindi on education: Curriculum theorizing and the intercultural Minhaj Curriculum Inquiry (IF 1.111) Pub Date : 2020-10-05 Wisam Kh. Abdul-Jabbar
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
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When difference comes with school: In these antibrown times Curriculum Inquiry (IF 1.111) Pub Date : 2020-07-07 Ligia (Licho) López López
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
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Curriculum co-presences and an ecology of knowledges Curriculum Inquiry (IF 1.111) Pub Date : 2020-07-01 James Miles, Preeti Nayak
(2020). Curriculum co-presences and an ecology of knowledges. Curriculum Inquiry: Vol. 50, No. 2, pp. 99-104.
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Invitations to difference: Refusing white pedagogies of racial inclusions Curriculum Inquiry (IF 1.111) Pub Date : 2020-06-15 Neil Ramjewan, Lucy El-Sherif
(2020). Invitations to difference: Refusing white pedagogies of racial inclusions. Curriculum Inquiry: Vol. 50, No. 1, pp. 1-6.
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“People give and take a lot in order to participate in things:” Youth talk back – making a case for non-participation Curriculum Inquiry (IF 1.111) Pub Date : 2020-06-08 Sarah Switzer
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
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What grade are you in? On being a non-binary researcher Curriculum Inquiry (IF 1.111) Pub Date : 2020-05-07 LJ Slovin
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
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I believe that we will win! Learning from youth activist pedagogies Curriculum Inquiry (IF 1.111) Pub Date : 2020-05-05 Abigail Rombalski
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
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Singing and dancing for diversity: Neoliberal multiculturalism and white epistemological ignorance in teacher professional development Curriculum Inquiry (IF 1.111) Pub Date : 2020-04-24 Justin Grinage
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
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Deimperialising Asia-related history: An Australian case study Curriculum Inquiry (IF 1.111) Pub Date : 2020-04-21 Rebecca Cairns
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
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Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy Curriculum Inquiry (IF 1.111) Pub Date : 2020-03-23 Noah De Lissovoy, Courtney B. Cook
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
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Black girls are not magic; they are human: Intersectionality and inequity in the Greater Toronto Area (GTA) schools Curriculum Inquiry (IF 1.111) Pub Date : 2020-03-04 Kisha McPherson
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
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Reviewers for volume 49 Curriculum Inquiry (IF 1.111) Pub Date : 2020-01-31 Amy Verhaeghe
(2019). Reviewers for volume 49. Curriculum Inquiry: Vol. 49, No. 5, pp. 593-595.
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Teaching identity vs. positionality: Dilemmas in social justice education Curriculum Inquiry (IF 1.111) Pub Date : 2020-01-31 Joanne Tien
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
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The work of attunement Curriculum Inquiry (IF 1.111) Pub Date : 2020-01-31 Diana M. Barrero Jaramillo, Rubén A. Gaztambide-Fernández
(2019). The work of attunement. Curriculum Inquiry: Vol. 49, No. 5, pp. 503-506.
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Navigating the “ethical space” of truth and reconciliation: Non-Indigenous school principals in Saskatchewan Curriculum Inquiry (IF 1.111) Pub Date : 2020-01-30 Pamela Osmond-Johnson, Peter Turner
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
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Identifying your skin is too dark as a put-down: Enacting whiteness as hidden curriculum through a bullying prevention programme Curriculum Inquiry (IF 1.111) Pub Date : 2019-11-18 Rhianna Thomas
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
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Seeking rhythmic attunement: Teaching to dance; dancing to teach Curriculum Inquiry (IF 1.111) Pub Date : 2019-11-14 Soon Ye Hwang
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
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Sound the alarm!: Disrupting sonic resonances of an elementary English language arts classroom Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-14 Cassie J. Brownell
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
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Am I the curriculum? Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Alyssa Hillary
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
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Through space into the flesh: Mapping inscriptions of anti-black racist and ableist schooling on young people’s bodies Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Patricia Krueger-Henney
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
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Disciplined to access the general education curriculum: Girls of color, disabilities, and specialized education programming Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Mildred Boveda, Ganiva Reyes, Brittany Aronson
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
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Unlearning through Mad Studies: Disruptive pedagogical praxis Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Sarah N. Snyder, Kendra-Ann Pitt, Fady Shanouda, Jijian Voronka, Jenna Reid, Danielle Landry
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
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Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Jessica K. Bacon, Priya Lalvani
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
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Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Srikala Naraian
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
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Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Nirmala Erevelles, Elizabeth J. Grace, Gillian Parekh
(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.
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DisCrit solidarity as curriculum studies and transformative praxis Curriculum Inquiry (IF 1.111) Pub Date : 2019-10-09 Subini Ancy Annamma, Tamara Handy
Abstract Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive
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Historical silences and the enduring power of counter storytelling Curriculum Inquiry (IF 1.111) Pub Date : 2019-07-17 James Miles
(2019). Historical silences and the enduring power of counter storytelling. Curriculum Inquiry: Vol. 49, No. 3, pp. 253-259.
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Close reading: What is reading for? Curriculum Inquiry (IF 1.111) Pub Date : 2019-07-15 Karen Eppley
Abstract Close reading has been a key shift in classroom instruction under the Common Core State Standards (CCSS). The CCSS positions evidence extraction as the purpose for reading in school and is clear that close reading is the means by which this should occur. Using alternate readings of the picture book, Letting Swift River Go, I’ll argue for the importance of reading with critical place consciousness
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A de/colonizing theory of truth and reconciliation education Curriculum Inquiry (IF 1.111) Pub Date : 2019-06-19 Brooke Madden
Abstract The author suggests that educators’ responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: How do I understand prevailing constructions of reconciliation in circulation? and How might I theorize a philosophy
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The decolonization of higher education in South Africa: Luke’s writing as gift Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-30 Hilary Janks
Abstract This article pays tribute to Allan Luke's work as a pedagogical gift. His ability to bring sociological theories of power, identity and the body to bear on conceptualizing critical literacy is a gift. His research with indigenous populations, and his writing on inclusive curriculum, genres of power and double consciousness resonate in South Africa where students are fighting to decolonise
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On cultural others working with Aboriginal and Torres Strait Islander educators and communities: Courtney B. Cazden and Allan Luke in conversation Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-30 Courtney B. Cazden, Allan Luke
(2019). On cultural others working with Aboriginal and Torres Strait Islander educators and communities: Courtney B. Cazden and Allan Luke in conversation. Curriculum Inquiry: Vol. 49, Critical Literacy and Social Justice: The Legacies of Allan Luke’s Scholarship, Teaching, and Activism. Guest Editors: Rob Simon, Tara Goldstein, and Jason Brennan, pp. 242-251.
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Game on Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-30 Vivian Maria Vasquez
Abstract One of the key tenets of critical literacy that I operate from is that it works to disrupt normalized social practices. In keeping with this tenet, I have crafted this paper in such a way that it somewhat disrupts the normalized format of academic writing by creating an audit trail comprised of artifacts that represent significant moments in my life as a teacher researcher and academic researcher
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“Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-30 Jason Brennan, Rob Simon, Tara Goldstein
(2019). “Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism. Curriculum Inquiry: Vol. 49, Critical Literacy and Social Justice: The Legacies of Allan Luke’s Scholarship, Teaching, and Activism. Guest Editors: Rob Simon, Tara Goldstein, and Jason Brennan, pp. 149-153.
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When dreams take flight: How teachers imagine and implement an environment that nurtures Blackness at an Africentric school in Toronto, Ontario Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-28 Philip S. S. Howard, Carl E. James
Abstract State schooling in North America has drastically under-served Black communities, and much educational research has explored visions of schooling that might provide a more relevant and socially just educational experience for Black students. Toronto’s Africentric Alternative School is the product of just such a vision. This article explores the aspirations, experiences, and practices of the
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“I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens Curriculum Inquiry (IF 1.111) Pub Date : 2019-05-13 Amanda E. Vickery, Cinthia S. Salinas
Abstract This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality
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In the weeds: Critical literacy conversations with Allan Luke Curriculum Inquiry (IF 1.111) Pub Date : 2019-04-04 Jessica Zacher Pandya
Abstract In this essay, I discuss Allan Luke’s influence on my own critical digital literacy research, beginning with the influence of his monograph “The Social Construction of Literacy in the Primary School” (1994/2018b) and continuing to the present day. I address some of his most admirable qualities: his way of talking about theory and practice with teachers; his efforts to bring critical literacy
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Because You Have Gifted Us Curriculum Inquiry (IF 1.111) Pub Date : 2019-03-26 Korina M. Jocson
(2019). Because You Have Gifted Us. Curriculum Inquiry: Vol. 49, Critical Literacy and Social Justice: The Legacies of Allan Luke’s Scholarship, Teaching, and Activism. Guest Editors: Rob Simon, Tara Goldstein, and Jason Brennan, pp. 154-155.
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Educative encounters of a different kind: Pedagogies of everyday life Curriculum Inquiry (IF 1.111) Pub Date : 2019-03-26 Barbara Comber
Abstract Lately I have been thinking and writing about the idea of a teacher’s oeuvre – the notion that over time teachers create a significant body or work that might be compared to that of an artist or composer. I have argued that too often the contributions that teachers make remain invisible, under-valued and unknown in the field of education. This is true certainly when compared to the impact
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“To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter Curriculum Inquiry (IF 1.111) Pub Date : 2019-03-12 Nathan Snaza, Aparna Mishra Tarc
(2019). “To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter. Curriculum Inquiry: Vol. 49, Sylvia Wynter, the Human, and Curriculum Studies, pp. 1-6.
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Rewriting/recurricularlizing as a matter of life and death: The coloniality of academic writing and the challenge of black mattering therein Curriculum Inquiry (IF 1.111) Pub Date : 2019-03-12 Denise Taliaferro Baszile
Abstract Within our current order of knowledge, propagated by the Humanities and Social Sciences, the mattering of Black lives is all but inconceivable. The only possibility for challenging this inconceivability, asserts Sylvia Wynter, is to rewrite our current order of knowledge such that it refuses the overrepresentation of European man and opens to multiple co-existential and relational modes of
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