Journal of Curriculum and Pedagogy最新文献

{"title":"The dimension of care in American woodshop class and wood play in schools","authors":"Elliott Kuecker","doi":"10.1080/15505170.2023.2262942","DOIUrl":"https://doi.org/10.1080/15505170.2023.2262942","url":null,"abstract":"AbstractThis article posits that within American woodworking and wood play school curriculum—across time periods and age ranges—there is a hidden-in-plain-site dimension of care toward non-human things, like tools and wood. Analyzing American teacher guidebooks, curriculum descriptions, educational research journals, technical education magazines, newsletters, school textbooks, and other sources, this study describes how the dimension of care is revealed, despite not being named as an explicit educational purpose. An ethics of care is theorized in this study as quotidian habits of maintenance and reverence toward non-human things. Emphasizing this style of care provides a new way of seeing American wood shop class, and related lessons, away from their vocational backdrop, and provides current educators with inspiration on how woodworking and wood play could be integrated into curriculum concerned with promoting a less anthropocentric ethics in the classroom.Keywords: Careindustrial educationvocational educationwoodworkingethics Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The traditional shop class style of woodworking arrived in United States’ public schools in the late 19th and early 20th centuries to fill the “middle-level-skill vacuum” (p. 47), and “society demanded it be filled, and by the schools” (Venn, Citation1964, p. 47). Woodworking and wood play shows up in many others ways before and after that, but the American woodshop imaginary is dominated by this association between carpentry and vocational education, as so many experienced woodshop class because of this.2 Because I use photographs in the public domain, the images here are largely only from the early 20th century.Additional informationNotes on contributorsElliott KueckerElliott Kuecker is a Teaching Assistant Professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. He teaches archival research, archival processing, and more. Some of his work can be found in the Journal of Childhood Studies, Qualitative Inquiry, International Review of Qualitative Research, Reconceptualizing Educational Research Methodology, and other venues.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Antiracism across the curriculum: A grassroots faculty initiative","authors":"Laurie Grobman, Colleen English, Jessica B. Schocker, Allison R. Altman-Singles, Guadalupe Kasper, Samantha Kavky, Lolita A. Paff, Jayné Park-Martinez, Brett Spencer","doi":"10.1080/15505170.2023.2253752","DOIUrl":"https://doi.org/10.1080/15505170.2023.2253752","url":null,"abstract":"AbstractIn the summer of 2020, a group of 16 faculty and staff working at a small, regional public college that is part of a large state-wide university system created a grassroots initiative to normalize the teaching of race, racism, and antiracism across courses in a variety of disciplines. In this article, we provide an overview of the program along with case studies written by four faculty who transformed their courses to center antiracist content. We conclude with an analysis of the challenges faced by these faculty throughout the process, focusing on how this work requires transforming content through a paradigm shift and considering the greater sociopolitical and emotional climate. Despite limitations, we conclude that the initiative has had a significant impact on our college, ensuring that an increasing number of students on our campus encounter antiracist content across the curriculum.Keywords: Antiracismwhite supremacycourse revisioncurriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLaurie GrobmanLaurie Grobman is a distinguished professor of English and women’s, gender, and sexuality studies at Penn State Berks. She is a social justice educator, regularly facilitating community-engaged scholarship and pedagogy to (re)write local histories of marginalized ethnic, racial, socioeconomic and cultural communities in Berks County and the city of Reading in Pennsylvania. Her article, “‘Engaging Race’: Critical Race Inquiry and Community-Engaged Scholarship,” received the 2018 NCTE Richard C. Ohmann Outstanding Article in College English Award. She has published several books, including the coauthored Major Decisions: College, Career, and the Case for the Humanities (University of Pennsylvania Press, 2020).Colleen EnglishColleen English is an Associate Professor of Kinesiology at Penn State Berks. Her research centers on the philosophical and historical dimensions of sport, specifically focusing on gender in sport.Jessica B. SchockerJessica B. Schocker is an Associate Professor of Social Studies Education and Women’s Studies at Penn State Berks. Her scholarship focuses on issues of race and justice in social studies education. She has published and presented research on methods for and outcomes of teaching about and through the experiences of Black women in American History; teaching about race and racism to our youngest learners; and confronting the Civic Empowerment Gap.Allison R. Altman-SinglesAllison R. Altman-Singles is an Associate Professor of Kinesiology and Associate Professor of Mechanical Engineering at Penn State Berks. Her research focuses on the mechanical consequence of gait and functional movement on bone and the musculoskeletal system.Guadalupe KasperGuadalupe Kasper is Assistant Teaching Professor in Education and has been teaching at Penn State Berks for 20 years. Trained in cultural and linguistic anthropology, Guadalupe teaches general ","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Phenomenological inquiry of transnational whiteness and spatiality of U.S. teacher education","authors":"Younkyung Hong","doi":"10.1080/15505170.2023.2233449","DOIUrl":"https://doi.org/10.1080/15505170.2023.2233449","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44279609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What are we?","authors":"S. Tanner, Erin Miller","doi":"10.1080/15505170.2023.2236472","DOIUrl":"https://doi.org/10.1080/15505170.2023.2236472","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"185 - 187"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42348601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children teaching future teachers: A civic literacy project on the Border Wall during the Trump regime","authors":"Audrey Lensmire","doi":"10.1080/15505170.2022.2032490","DOIUrl":"https://doi.org/10.1080/15505170.2022.2032490","url":null,"abstract":"Abstract The Civic Literacy Project (CLP) was created, by colleagues and me, out of a concern for how future teachers learn to teach in field-based experiences. In this article I describe the CLP curriculum-making experiences of two future teachers, one Somali-American and one white, with a small group of 5th graders who wanted to learn about the Border Wall during the Trump Regime. I examine how the future teachers’ conception of teaching and curriculum was crucially informed by listening to and working with their young students. Too often, as teacher educators, we create and sanction field experiences for future teachers that teach compliance to failing systems where children are seen as passive recipients of prepackaged curriculum. CLP was grounded in pedagogies of progressive, critical, and inquiry learning traditions which take children’s topics of concern as the basis of curriculum making. I argue for transformative change in teacher education’s approach to field experiences for future teachers—including collaboration instead of surveillance and co-inquiry instead of allegiance to scripted curriculum.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"250 - 272"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Half of myself is—feels German”: Storying Migrationshintergrund teachers’ hybrid identities","authors":"Nicanora Wächter, Spencer Salas, Marco Barbone-Maafi","doi":"10.1080/15505170.2023.2217779","DOIUrl":"https://doi.org/10.1080/15505170.2023.2217779","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lean in and refuse silence: An editorial invitation","authors":"Erin T. Miller, S. Tanner","doi":"10.1080/15505170.2023.2201564","DOIUrl":"https://doi.org/10.1080/15505170.2023.2201564","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"20 1","pages":"91 - 92"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An early childhood education","authors":"David W. Jardine","doi":"10.1080/15505170.2023.2191355","DOIUrl":"https://doi.org/10.1080/15505170.2023.2191355","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical pedagogy, counterstorytelling, and the interdisciplinary power of podcasts","authors":"Linda M. Waldron, Brooke Covington, S. Palmer","doi":"10.1080/15505170.2023.2169972","DOIUrl":"https://doi.org/10.1080/15505170.2023.2169972","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Severed connections and timely reflections: A collaborative autoethnography navigating uncertainty amid COVID-19 in higher education","authors":"James Hobbs, L. Whitsett","doi":"10.1080/15505170.2023.2187900","DOIUrl":"https://doi.org/10.1080/15505170.2023.2187900","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48917071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}