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Critically considering and conceptualizing social contexts as curriculum Curriculum Inquiry (IF 1.944) Pub Date : 2024-03-28 Cassie J. Brownell
Published in Curriculum Inquiry (Vol. 53, No. 4, 2023)
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The fugitive spirit of historical Black women teachers: Theorizing hush harbors as praxis Curriculum Inquiry (IF 1.944) Pub Date : 2023-12-18 Amber M. Neal-Stanley
Throughout history, US schools have often operated as a site of Black suffering, destroying the inherent genius and spirit of Black students. As a result, it is vital for teachers to not only devel...
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Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development Curriculum Inquiry (IF 1.944) Pub Date : 2023-12-08 Tiffany M. Nyachae
This article reveals how an Endarkened Feminist Third Space was actualized through the creation and facilitation of “Race Space” Critical Professional Development (RSCPD) for teachers; that is, a s...
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Unmuted: The racial politics of silent classrooms Curriculum Inquiry (IF 1.944) Pub Date : 2023-11-20 Antía González Ben
Instructional resources often assume that students learn best when they have access to a quiet environment. This article interrogates silence’s presumed objectivity and innocuousness as the sonic b...
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Shitposting as public pedagogy Curriculum Inquiry (IF 1.944) Pub Date : 2023-11-02 Peter J. Woods
In response to the growing ubiquity of social media, critical media literacy scholars have increasingly called for the examination of online practices and their embedded pedagogies and curricula. I...
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Citizenship education in Chile and the problematization of immigration Curriculum Inquiry (IF 1.944) Pub Date : 2023-07-11 Rodrigo Velásquez-Burgos, Belén Hernando-Lloréns
Abstract In this article, we analyze the problematization of immigration in citizenship education in Chile. Drawing on Foucault’s genealogy of problematizations, we explore the conditions under which curricular discourses about immigration shifted from a historical phenomenon that emphasized “the civilization process” during the 19th century to a more recent positioning of immigration as a problem
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“Locked out of Lynn”: A portrait of youth symbolic creativity in a gentrifying city Curriculum Inquiry (IF 1.944) Pub Date : 2023-07-12 Raquel Jimenez
Abstract In the United States, lower-income urban youth are coming of age in community contexts marked by widespread gentrification and deepening inequality. Yet, the initial changes associated with gentrification are subtle and are often celebrated in local media discourse—creating added uncertainty for youth as they endeavor to make sense of the changes they see. In this article, I investigate how
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Creating space amidst violence Curriculum Inquiry (IF 1.944) Pub Date : 2023-06-14 Gabrielle Monique Warren, Rubén Gaztambide-Fernández
Published in Curriculum Inquiry (Vol. 53, No. 3, 2023)
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“The word ‘getting over’ is really weird”: Storying disability in desired futures Curriculum Inquiry (IF 1.944) Pub Date : 2023-05-17 Addie Shrodes
Narratives we tell about the future reflect and shape forms of life we imagine as possible and desirable. As such, stories have the potential to transform curriculum and pedagogies oriented toward ...
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The sound of the beast: Structure and anti-structure in religious and secular schooling Curriculum Inquiry (IF 1.944) Pub Date : 2023-05-15 James Seale-Collazo
Abstract Tensions between spiritual development and school discipline academic goals at one Puerto Rican Protestant high school mirror tensions between leadership development and discipline at my own school. At the Protestant school where I conducted ethnographic research, faculty-student hierarchies were downplayed and students were given ample freedom of expression in worship, in the interest of
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The messiness of putting queerness to work Curriculum Inquiry (IF 1.944) Pub Date : 2023-05-10 Lindsay Cavanaugh, Qui Alexander, Rubén Gaztambide-Fernández
Published in Curriculum Inquiry (Vol. 53, No. 2, 2023)
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Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies Curriculum Inquiry (IF 1.944) Pub Date : 2023-05-01 Jennifer Brant
Abstract This article documents ongoing encounters with colonial violence throughout education by offering a glimpse into the ways I experience this as a racialized faculty member who teaches courses related to anti-Indigenous racism. It extends Indigenous Maternal Pedagogies and engages theorists who identify colonial violence as structurally embedded throughout education. This article advances curricular
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You don’t know me: Welcoming gender diversity in schools via an ethic of hospitality Curriculum Inquiry (IF 1.944) Pub Date : 2023-04-19 Lee Airton
Abstract Canadian public school authorities are busily producing gender diversity policies in order to meet their new legal responsibility to provide an environment free from gender identity and gender expression discrimination. These policies tend to offer specific guidance about how administrators and educators should respond to the needs of particular students: those who are (currently legible to
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Assemblages of nonreproductive spaces and some decolonial possibilities of schooling Curriculum Inquiry (IF 1.944) Pub Date : 2023-02-27 Neil Ramjewan, Shashank Kumar
Published in Curriculum Inquiry (Vol. 53, No. 1, 2023)
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“Is he gay? That’s like, all I want to know”: Curiosity, authenticity, and epistemology in a GSA bookclub Curriculum Inquiry (IF 1.944) Pub Date : 2023-02-20 Ryan Schey
Abstract Part of a larger yearlong ethnography at a comprehensive, public high school in a Midwestern city in the United States, this article explores a telling case from a bookclub that was part of the school’s Genders and Sexualities Alliance. Approaching curriculum as a question of what knowledges are valued in education, in this article I describe the layers of epistemic practices that youth in
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Shaping enjoyment and belonging at school: The spatial perspectives and practices of one Latina student leader Curriculum Inquiry (IF 1.944) Pub Date : 2023-02-15 Claudia Diera
Abstract Efforts to transform urban schools often overlook the role of students in shaping educational spaces. And so, I ask: How do students, as the primary users of school space, make and shape their school? I draw from spatial inquiry that emphasizes the social production of space to provide a glimpse into the spatial perspectives and practices of Azul, a young Latina from a working-class community
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Reviewers for Volume 52 Curriculum Inquiry (IF 1.944) Pub Date : 2023-02-06
Published in Curriculum Inquiry (Vol. 52, No. 5, 2022)
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Palimpsests for reading politics and reconfiguring power within and beyond learning spaces Curriculum Inquiry (IF 1.944) Pub Date : 2023-02-06 Cassie J. Brownell, Arlo Kempf
Published in Curriculum Inquiry (Vol. 52, No. 5, 2022)
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James Baldwin’s curricular voice: Interrogating whiteness as curriculum Curriculum Inquiry (IF 1.944) Pub Date : 2023-01-23 Paul William Eaton
Abstract I begin in this article with an examination of James Baldwin as a distinct curricular voice whose work opens a dialogue interrogating whiteness as curriculum. In a series of essays, “The White Problem,” “On Being White … And Other Lies,” “The White Man’s Guilt,” and “White Racism or World Community,” Baldwin directly addressed white people on the question of whiteness in four ways: addressing
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Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design Curriculum Inquiry (IF 1.944) Pub Date : 2022-12-12 Jon M. Wargo, Melita Morales, Alex Corbitt
Abstract Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing)
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Thinking metabolically with shivering, sweating, and feminist science studies in early childhood education Curriculum Inquiry (IF 1.944) Pub Date : 2022-12-09 Nicole Land
Abstract Thinking alongside feminist science studies scholars, in this article I contend with how early childhood education pedagogies do metabolisms. To conceptualize metabolisms as an activity is to centre the ethical and political practices, relations, knowledges, and vulnerabilities that flood bodies in contemporary times. I ask: What possibilities for doing bodies with children might we open toward
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The absent-present curriculum, or how to stop pretending not to know Curriculum Inquiry (IF 1.944) Pub Date : 2022-12-05 Rubén Gaztambide-Fernández
Published in Curriculum Inquiry (Vol. 52, No. 4, 2022)
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Professional ruptures in pre-service ECEC: Maddening early childhood education and care Curriculum Inquiry (IF 1.944) Pub Date : 2022-12-02 Adam Davies
Abstract This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument
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Reckoning with white supremacy and anti-Black racism in the Virginia US history standards Curriculum Inquiry (IF 1.944) Pub Date : 2022-10-11 Chris Seeger, Tiffany Mitchell Patterson, Maria Gabriela Paz
Abstract This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002 Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283[Taylor & Francis Online] , [Google Scholar]) framework of a critical race curriculum (CRC) to better understand how white
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“I never really had the right words”: Critical literacies and the collective knowledge building of girls of colour Curriculum Inquiry (IF 1.944) Pub Date : 2022-09-29 Tashal Brown
Abstract The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization’s core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that
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Critical political consciousness within nepantla as transformative: The experiences and pedagogy of a Palestinian world history teacher Curriculum Inquiry (IF 1.944) Pub Date : 2022-09-29 Hanadi Shatara
Abstract This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the
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Curriculum meets platform: A reconceptualisation of flexible pathways in open and higher education Curriculum Inquiry (IF 1.944) Pub Date : 2022-09-23 Lanze Vanermen, Joris Vlieghe, Mathias Decuypere
Abstract In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to critically investigate how an open education platform
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Preserving Palestine: Visual archives, erased curriculum, and counter-archiving amid archival violence in the post-Oslo period Curriculum Inquiry (IF 1.944) Pub Date : 2022-09-22 Chandni Desai, Rula Shahwan
Abstract This article tells the story of Palestinian visual archives in the post-Oslo period, specifically the archives of the Palestinian Liberation Organization (PLO) and their whereabouts following the PLO’s departure from Tunisia in the 1990s. It also narrates the story of the Palestinian Broadcasting Corporation (PBC) in the West Bank and Gaza and the challenges it encountered in preserving its
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Using a Queer of Color Critique to work toward a Black LGBTQ+ inclusive K–12 curriculum Curriculum Inquiry (IF 1.944) Pub Date : 2022-09-21 Shamari Reid
Abstract To date six states (Oregon, California, Colorado, Illinois, Nevada, and New Jersey) have adopted legislation that amends curricular standards to include affirming representations of LGBTQ+ people and identities in schools. Nonetheless, the legislation falls short of clarifying what constitutes an LGBTQ+ inclusive curriculum. Thus, the decision of what to teach is left up to individual districts
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Toward a pedagogy of solidarity Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Rubén Gaztambide-Fernández, Jennifer Brant, Chandni Desai
Published in Curriculum Inquiry (Vol. 52, No. 3, 2022)
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Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Manal Hamzeh, Judith Flores Carmona
Abstract In this plática, we share how we have deployed the methodologies of critical reflexión and plática ∼ testimonio/haki ∼ shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of solidarity stemming from our negotiation of differences
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Hood-in-g the ivory tower: Centring Black, Indigenous, and Afro-Indigenous feminist solidarities Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Jennifer Brant, Kayla Webber
Abstract We begin this essay by sharing a bit about our entry points into Black, Indigenous, and Afro-Indigenous feminist solidarities before entering into conversation with Mikki Kendall whose work Hood Feminisms: Notes from the Women that a Movement Forgot inspired the title for this essay and offers important insights for Black and Indigenous feminist solidarities. Kendall’s words, alongside those
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Lotus and its afterlives: Memory, pedagogy and anticolonial solidarity Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Chandni Desai, Rafeef Ziadah
Abstract In this article we examine the Lotus: Afro-Asian Writings journal as an insurgent space that reflected Afro-Asian solidarity. We argue that Lotus constituted “infrastructures of dissent” and “infrastructures of solidarity” which were constructed between different anti-colonial movements. Though Lotus was widely circulated through different geographies, debated and discussed, there remains
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The Dalit curriculum from two perspectives Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Shaileshkumar S. Darokar, Sainkupar Ranee Bodhi
Abstract This article is an attempt by two educators, one Dalit and one Tribal, to make a case for why education in India needs to be informed by a conception of “the Dalit curriculum.” We argue that the Dalit curriculum is an educational theory based on the following foundational assumption: The Dalit reality is the denominator of measuring any knowledge that can be considered within the bounds of
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Memories and visions of ummah: Reflections in relational solidarity Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Sameena Eidoo, May El-Abdallah, Zahra Grant, Gilary Massa Machado
Abstract We are four racialized diasporic Muslim women living on Turtle Island, with roots spanning India, Palestine, Panama, Trinidad, Malaysia, and beyond. We have been involved in activism and organizing, including with and for Muslim communities, for more than five decades combined. Our conversations and correspondence about Muslim pedagogies of solidarity provoked individual and collective reflection
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Solidarity in multiple registers Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Rosalind Hampton, Michelle Hartman
Abstract This coauthored article is about building solidarity on Canadian university campuses. We construct a narrative in two registers—one justified left, one justified right—that traces our activism within and beyond the university and how our own solidarity has grown over time and informs our current research collaboration. On the one (left) hand, we describe how we as colleagues, comrades, and
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“La solidaridad no perece”: Community organizing, political agency, and mutual aid in Puerto Rico Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Aurora Santiago Ortiz, Antonio Navarro Pérez, Paulette Agosto Ortiz, Coralis Cruz González, Michelle Román Oyola
Abstract In the wake of Hurricane Maria and in response to the negligent inefficiency of the local and federal governments, community groups and collectives, grassroots organizations, and activists of multiple causes began organizing under the principles of mutual aid and solidarity in Puerto Rico. One of these is the Colectivo Casco Urbano de Cayey (CCUC), a community organization comprised of local
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In solidarity with Birzeit: The black, the white, and the gray Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Abdul-Rahim Al-Shaikh
Abstract Birzeit University (BZU)—established in 1924 by the Nasir family—was born out of struggle and developed as a microcosm of the Palestinian national movement against the Zionist settler colonial state of Israel. This article explores specific moments of solidarity with BZU and beyond. I map out a genealogy of three modes of solidarity with Palestine analyzed in light of the political thought
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Contesting settler colonial logics in Kashmir as pedagogical praxis Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Mohamad Junaid, Hafsa Kanjwal
Abstract In the aftermath of the Indian government’s decision to change the status of Jammu and Kashmir on 5 August 2019, activism for the right to self-determination in Kashmir came under tremendous pressure. An intense crackdown in Kashmir, including a complete communication blackout and internet blockade, meant the only Kashmiri and dissenting voices left were located in diasporic spaces. As two
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Critical pedagogy: Loving and caring within and beyond the classroom Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-31 Jerry Flores, Andrea Román Alfaro
Abstract Critical pedagogy scholars have described teaching as an act of love. This love is not a trivial emotion but a conscious action that demonstrates care, respect, honesty, listening, and solidarity. However, translating love and other principles of critical pedagogy into the classroom can be complex and painful. This article discusses our pedagogical experiences of love and care inside and outside
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Cripistemologies and resisting the calls to return to normal Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-01 Maria Karmiris
Abstract The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative
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Learning through practice: Conceptualizing the demands of queer-inclusive teaching Curriculum Inquiry (IF 1.944) Pub Date : 2022-07-01 Sara Staley
Abstract The scholarly conversation on preparing teachers to organize safer, more humanizing learning environments for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) youth generally does not intersect with conversations unfolding in the broader teacher education literature, specifically around what practice means in learning to teach. In this article, I bridge that divide by reporting
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Climate justice pedagogies in green building curriculum Curriculum Inquiry (IF 1.944) Pub Date : 2022-06-23
Published in Curriculum Inquiry (Vol. 52, No. 3, 2022)
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Education and ecological precarity: Pedagogical, curricular, and conceptual provocations Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Fikile Nxumalo, Preeti Nayak, Eve Tuck
(2022). Education and ecological precarity: Pedagogical, curricular, and conceptual provocations. Curriculum Inquiry: Vol. 52, Education and ecological precarity: pedagogical, curricular, and conceptual provocations, pp. 97-107.
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“The seeds of a different world are already alive in the everyday practices of ordinary Black and Indigenous people”: An interview with J.T. Roane Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 J. T. Roane, Megan Femi-Cole, Preeti Nayak, Eve Tuck
Abstract J.T. Roane is assistant professor of African and African American Studies in the School of Social Transformation at Arizona State University. Beginning in Fall 2022, Roane will serve as Andrew W. Mellon Assistant Professor in Africana Studies, Geography, and Global Racial Justice at the Institue for the Study of Global Racial Justice at Rutgers University-New Brunswick. He currently serves
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We want our children to survive: An interview with Sharon Nelson-Barber Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Sharon Nelson-Barber, Diane Hill, Preeti Nayak, Fikile Nxumalo
Abstract Sharon Nelson-Barber, a sociolinguist, directs Culture & Language in STEM Education within WestEd’s Science and Engineering content area. She is co-founder of POLARIS—Pacific/Polar Opportunities to Learn, Advance and Research Indigenous Systems—a research and development network that supports healthy communities by integrating Indigenous perspectives with new frontiers of knowledge that strengthen
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Climate justice pedagogies in green building curriculum Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Miriam Solis, Will Davies, Abby Randall
Abstract This article draws on environmental justice frameworks located in urban planning (Agyeman et al., 2002 Agyeman, J., Bullard, R. D., & Evans, B. (2002). Exploring the nexus: Bringing together sustainability, environmental justice and equity. Space and Polity, 6(1), 77–90. https://doi.org/10.1080/13562570220137907[Taylor & Francis Online] , [Google Scholar]; Pellow, 2007 Pellow, D. N. (2007)
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Songs of school abolition Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Aaron Clarke
Abstract In this article, I theorize school abolition as a shift needed to unsettle education within current times of ecological precarity. As a practice and horizon, abolition reorganizes schooling’s ruling episteme by articulating humanity as a collective performance beyond the pedagogical paradigms of western man. Because racial capitalist schooling produced the political and economic subjects enacting
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Undoing human supremacy and white supremacy to transform relationships: An interview with Megan Bang and Ananda Marin Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Megan Bang, Ananda Marin, Sandi Wemigwase, Preeti Nayak, Fikile Nxumalo
Abstract Megan Bang (Ojibwe and Italian descent) is a Professor of the Learning Sciences and Psychology at Northwestern University and is currently serving as the Senior Vice President at the Spencer Foundation. Dr. Bang’s research focuses on the complexities of navigating multiple meaning systems in creating and implementing more effective and just learning environments in science, technology, engineering
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Finding a good starting place: An interview with scholars in the CLEAR Lab Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 María Fernanda Yanchapaxi, Max Liboiron, Katherine Crocker, Deondre Smiles, Eve Tuck
Abstract The CLEAR lab is an interdisciplinary plastic pollution laboratory whose methods foreground humility and good land relations. In this interview, María Fernanda Yanchapaxi and Eve Tuck speak with CLEAR lab founder, Max Liboiron, and co-investigators, Katherine Crocker and Deondre Smiles. Together, they explore Indigenous perspectives on climate change and outline the problems with how Western
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Power of country: Indigenous relationality and reading Indigenous climate fiction in Australia Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Sandra Phillips, Larissa McLean Davies, Sarah E. Truman
Abstract As a curriculum area, English has been foundational to empire, invasion, and colonisation of Indigenous peoples the world over. It therefore requires considered scholarship to reimagine how to engage with and teach literature in English. In this article, we explore the enduring problem of English and its inheritances, as well as the ways in which Indigenous voices are currently manifest in
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“Like you can tell a river where to go”: Floods, ecological formations, and storied pedagogies of place Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Benjamin D. Scherrer
Abstract What emerges when climate-related displacement is positioned in conversation within the relational practices of collective resistance and oral tradition? In this article, I consider climate displacement and community placement through multiple layers within present day ecologies, narrative texts, and longer views of time. Situated within Black ecologies, I apply both archival stories and current
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Disruptions at the edges: Ecotone crossing with Black and Indigenous creative pedagogues Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Tamara T. Butler
Abstract In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women’s poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black
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Composting (in) the gender studies classroom: Growing feminisms for climate changing pedagogies Curriculum Inquiry (IF 1.944) Pub Date : 2022-04-26 Astrida Neimanis, Laura McLauchlan
Abstract Drawing on our experience co-teaching an undergraduate unit called “Gender and Environment,” we argue for an expansive feminist approach to teaching climate change that embodies the content of the unit in its classroom practice. This requires: (a) understanding the classroom not as separate from the phenomenon of climate change but as one of its sites, striated by the diverse bodies, histories
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“What are you pretending not to know?”: Un/doing internalized carcerality through pedagogies of the flesh Curriculum Inquiry (IF 1.944) Pub Date : 2022-03-30 Wilson Kwamogi Okello
Abstract Carcerality is more than a physical occurrence, but a lasting psychological, spiritual, and emotional state of being that gets in the body and directs how one may move in and through the world. As a contour of whiteness, carcerality normalizes ways of being that are consistent with rationality and reason privileging mind over body; intellectual over experiential ways of knowing; and mental
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Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance Curriculum Inquiry (IF 1.944) Pub Date : 2022-03-04 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
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Designing their own curriculum: How youth co-constructed a dance team that opposed traditional student–school relationships Curriculum Inquiry (IF 1.944) Pub Date : 2022-01-28 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
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Collective memory and the transatlantic slave trade: Remembering education towards new diasporic connections Curriculum Inquiry (IF 1.944) Pub Date : 2022-01-24 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
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Curriculum, more than a journey on a map Curriculum Inquiry (IF 1.944) Pub Date : 2022-01-21 Shashank Kumar
(2022). Curriculum, more than a journey on a map. Curriculum Inquiry: Vol. 52, No. 1, pp. 1-8.
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What teachers know, what teachers do Curriculum Inquiry (IF 1.944) Pub Date : 2022-01-17 Diana Barrero Jaramillo, Rubén Gaztambide-Fernández
(2021). What teachers know, what teachers do. Curriculum Inquiry: Vol. 51, No. 5, pp. 473-478.