Journal of Curriculum and Pedagogy最新文献

{"title":"Multiple futures literacies: An interdisciplinary review","authors":"Rachel Horst, D. Gladwin","doi":"10.1080/15505170.2022.2094510","DOIUrl":"https://doi.org/10.1080/15505170.2022.2094510","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45254380","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":"Mourning The Chrysalids: Currere, affect, and letting go","authors":"Adrian M. Downey","doi":"10.1080/15505170.2022.2098207","DOIUrl":"https://doi.org/10.1080/15505170.2022.2098207","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47413783","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":"Anne and Emmett: University education students’ reactions to a course in countering racism and antisemitism in the classroom","authors":"Meir Muller","doi":"10.1080/15505170.2022.2098209","DOIUrl":"https://doi.org/10.1080/15505170.2022.2098209","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45529151","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":"Remaining open to affirmations of difference","authors":"S. Tanner","doi":"10.1080/15505170.2022.2100671","DOIUrl":"https://doi.org/10.1080/15505170.2022.2100671","url":null,"abstract":"In our previous editorial note, we wrote about our commitment to cultivating curricula and pedagogies that are unbound. Scholarship and art that doesn’t follow scripts or templates. Improvisational work that challenges us to think and to behave differently. It seems worth returning to that commitment as we frame this issue. The summer of 2022 seems especially fraught. So much energy is being spent trying to bind what happens in schools and universities. Troubling laws are being passed in the United States and around the world that will limit the capacity for teachers, scholars, and activists to engage in dialogue or inquiry that speaks back to power. Powerful forces are at play that would suppress critical work that challenges the status quo. Spend 15 minutes on social media, and it’s hard to avoid the almost scripted debate about what is or what should be happening in schools and society. This is a hard time to be a teacher or scholar. This is especially true for those of us with commitments to criticality. Those of us who care about humanizing each other through our work to grapple with white supremacy, neoliberalism, and increasing scrutiny on the field of teaching and learning. We believe teaching and learning are always about becoming. Knowing more. Figuring out how to cultivate and live in a more peaceful, more just, more equitable reality. We believe such a task is always served best through the affirmation of difference. So many of the laws and discourses circulating right now would negate difference in favor of curricula and pedagogies that serve the status quo. Binding our schools and societies to histories of oppression rather than opening us up to not-yet-imagined futures. We remain grateful to serve the Journal of Curriculum and Pedagogy. We are thankful to participate in the Curriculum and Pedagogy group. These are sites of possibility for us to remain in relation with difference. To be open to being changed by each other. The five pieces you’ll read in this issue are relevant, challenging, and it is our hope that they’ll help you remain open to the possibility of an unscripted future in our field. In our schools and society, too. *** “So my grandfather’s two tours meant nothing?”: Students struggle with the weight and responsibility of war by Brian Gibbs describes the implementation of a co-created (teacher and researcher) unit of instruction focused on the teaching of war that uses critical lens and emphasizes anti-war movements. This study focused on two essential questions—What is a just war and how do we end war?—and suggested that students gained insight into how to use their agency but felt overwhelmed and under practiced to create change in reality. In Talking complicity, breathing coloniality: Interrogating settler-centric pedagogy of teaching about white settler colonialism, Shaista Aziz Patel argues that teaching students to think about white settlers’ and racialized non-black people’s complicity in settler https://doi.or","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"185 - 186"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44466402","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":"The difficult search for belonging for Canadian-born Ismaili Muslim adolescents in Toronto, Canada","authors":"Farah Virani-Murji","doi":"10.1080/15505170.2022.2094509","DOIUrl":"https://doi.org/10.1080/15505170.2022.2094509","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41448396","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":"Isolation, connection, and embracement: Exploring students’ perspectives on virtual art education during the pandemic","authors":"Borim Song, Kyung-Soon Lim","doi":"10.1080/15505170.2022.2075496","DOIUrl":"https://doi.org/10.1080/15505170.2022.2075496","url":null,"abstract":"Utilizing storytelling, two art educators explore how their undergraduate students experienced the transition to online education after the outbreak of COVID-19. Three themes are examined based on the students’ reflections: (1) new characteristics of and experiences within virtual learning, (2) isolation and connection, and (3) embracement and adjustment. The participating students shared their course experiences, with regard to the changes in course design and structure made due to the abrupt transition to online instruction. The participating students felt some loneliness due to isolation and social distancing. They experienced multilayered connections purposefully made through learning communities, small groups, student pairs, and student-instructor communication using discussion boards, emails, group chat, personal webpages, and Canvas messages and feedback. We suggest that exchanging narratives about students’ learning and art making experiences helps educators build their own teaching communities and serves as a strategy to overcome challenges and develop resilience in uncertain times full of changes and transitions. ©, Curriculum and Pedagogy Group.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47799757","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":"Safe space vs. free speech: Unpacking a higher education curriculum controversy","authors":"S. H. DiMuzio*","doi":"10.1080/15505170.2022.2052772","DOIUrl":"https://doi.org/10.1080/15505170.2022.2052772","url":null,"abstract":"Abstract Institutions of higher education have recently been embroiled in a series of controversies concerning two related, though hotly contested ideas: the creation of safe space and the preservation of free speech. On one hand, there is a demand for institutional safe spaces—literal refuges or broad university norms that create a sense of inclusion for marginalized students—while on the other hand there is a clarion call for free speech, which seeks to uphold values of ideological diversity in the campus community. The author analyzes these competing claims for justice in higher education communities by drawing on (1) critical curriculum theory, to illustrate why these “campus culture wars” should be understood as a curricular debate, and (2) democratic education theory to demonstrate that both safe space and free speech advocates assume the purpose of higher education is a democratic education. The article concludes that there is an educational and democratic imperative to resist the false binary of the safe space vs. free speech controversy and instead navigate campus controversies with a democratic lens informed by equal emphasis on Gutmann’s (1987) two democratic principles: nondiscrimination and non-repression.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43854441","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":"Curriculum and Pedagogy Unbound","authors":"Erin T. Miller, S. Tanner","doi":"10.1080/15505170.2022.2074185","DOIUrl":"https://doi.org/10.1080/15505170.2022.2074185","url":null,"abstract":"","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":"19 1","pages":"93 - 94"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49401530","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":"Preservice teachers and discursive shielding during critical conversations","authors":"M. Cook, J. Chisholm, Taylor Rose-Dougherty","doi":"10.1080/15505170.2022.2042878","DOIUrl":"https://doi.org/10.1080/15505170.2022.2042878","url":null,"abstract":"Abstract This qualitative study examines the consequential evasive discourse moves 23 PSTs made during critical conversations about a young adult novel. Findings illustrated how PSTs engaged in a constellation of discourse moves—what we’ve theorized as shielding—that disrupted PSTs’ critical engagement with sociopolitical content and perpetuated whiteness. Although not all talk was protective, some participants responded to peers’ shielding to refocus conversation on critical content. While fewer in number, these critical moments suggest hope. The authors offer implications for the field in supporting PST engagement with and facilitation of critical talk.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068294","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":"Toward affective decolonization: Nurturing decolonizing solidarity in higher education","authors":"Michalinos Zembylas","doi":"10.1080/15505170.2022.2034684","DOIUrl":"https://doi.org/10.1080/15505170.2022.2034684","url":null,"abstract":"Abstract This paper turns our attention to a rather neglected dimension of (de)colonization, namely, the affective elements of (de)colonization in the context of higher education. Affective decolonization highlights that decolonization has to also happen at the level of affective life. The notion of affective decolonization complements the work taking placing in the realm of “intellectual decolonization” in higher education, by exploring what it would mean to decolonize the deeply affective structures and sensibilities of coloniality entrenched in contemporary universities, especially in the Global North. The analysis traces the potentiality of a particular affect, namely, decolonizing solidarity, and illustrates how it might be possible to build deep decolonizing solidarities within and across higher education institutions. The paper proposes that the deployment of a “public pedagogy” of decolonizing solidarity pays explicit attention to affective decolonization and works to create teaching and learning environments in higher education that nurture affective practices of decolonizing solidarity.","PeriodicalId":15501,"journal":{"name":"Journal of Curriculum and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46827158","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}