Curriculum Inquiry最新文献

{"title":"Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system","authors":"Nicole M. Joseph","doi":"10.1080/03626784.2020.1813002","DOIUrl":"https://doi.org/10.1080/03626784.2020.1813002","url":null,"abstract":"Abstract This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students leaving Black girls invisible and vulnerable. Because Black girls are mischaracterized and misunderstood through deep-seeded stereotypes, they are infrequently positioned by mathematics teachers and educators as producers of mathematical knowledge. Consequently, their opportunities to develop robust mathematics identities are fragmented because of Western constructions of who is a mathematician. BlackFMP has four dimensions including: ambitious mathematics instruction, critical consciousness and reclamation, academic and social integration, and robust mathematics identities 2.0. BlackFMP is a type of Wakandian experience for Black girls whereby their intersectional identities are recognized and affirmed in the mathematics context. Implications for mathematics teachers, educators in general, curriculum developers, and Black girls and their families are discussed.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1813002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Riding on dissonance, playing off-beat: A jazz album on joy","authors":"A. Gilmore","doi":"10.1080/03626784.2020.1838231","DOIUrl":"https://doi.org/10.1080/03626784.2020.1838231","url":null,"abstract":"Abstract Inspired by jazz’s epistemologies and structures, this article was written as a Black liberatory jazz album on Black Boy Joy. Threaded through musical tracks, Black Boy Joy is conceptualized as a Black spiritual Life Force and a liberatory emotional expression that refuses the anti-Black curriculum antagonizing Black boys. Black Boy Joy centers Black joy through desire-based refusal and reclaims Black subjectivities and futures through Black aesthetics. Black Boy Joy is the quotidian refusal to stay in one's designated \"place\" and provides a space that gives Black boys futures that they want now through Black liberatory fantasy. Through fantasies and desires, I demonstrate how vital improvisation and dissonance is to creating Black liberated futures. Through the good mess of jazz improvisation, I invite the audience to (re)imagine, (re)explore, and linger with these concepts within a musical Black Study.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1838231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In the wake of anti-Blackness and Being: A provocation for do-gooders inscribed in whiteness","authors":"S. D. Hernández Adkins, L. I. Mock Muñoz de Luna","doi":"10.1080/03626784.2020.1813001","DOIUrl":"https://doi.org/10.1080/03626784.2020.1813001","url":null,"abstract":"Abstract Curriculum studies, like nearly all education scholarship, are predicated on Black suffering and death. Inspired by Christina Sharpe’s treatise In the Wake: On Blackness and Being, we will engage with the difficult questions of what it means to be curriculum theorists inculcated into whiteness and settlement. Pivoting Cheryl Harris’s renowned assertion that whiteness is property, we consider that whiteness may instead possess us. We draw upon Black and Indigenous brilliance to call for the death of whiteness, proposing that this act is necessary and the only way scholars and educators inscribed in whiteness can possibly imagine playing any positive role in liberation struggles. People are dying, and we either continue being part of the systems that delight in killing, or we take seriously the reordering of our own Being. We do so while being answerable to and in relation with Black studies. To initiate this ontological destruction, we write from the position of the s + cyborg in order to dissociate ourselves from our embodied whiteness. We invite white readers to join us as ghosts in the machine that short-circuit the currents of the wake. To this end, we provoke readers with a prescriptive curriculum towards killing whiteness. While whiteness is under destruction, we call for a turn towards speculative imaginings and futurisms that could envision a curriculum, a way of Being after whiteness.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1813001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Drag pedagogy: The playful practice of queer imagination in early childhood","authors":"H. Keenan, Lil Miss Hot Mess","doi":"10.1080/03626784.2020.1864621","DOIUrl":"https://doi.org/10.1080/03626784.2020.1864621","url":null,"abstract":"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 provides a generative extension of queer pedagogy into the world of early childhood education. Drawing on the work of José Esteban Muñoz, the authors discuss five interrelated elements of DQSH that offer early childhood educators a way into a sense of queer imagination: play as praxis, aesthetic transformation, strategic defiance, destigmatization of shame, and embodied kinship. Ultimately, the authors propose that “drag pedagogy” provides a performative approach to queer pedagogy that is not simply about LGBT lives, but living queerly.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1864621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42480983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-imagining difference in the pedagogical encounter","authors":"Preeti Nayak, Diana M. Barrero Jaramillo","doi":"10.1080/03626784.2020.1863653","DOIUrl":"https://doi.org/10.1080/03626784.2020.1863653","url":null,"abstract":"The pedagogical encounter has been a site of robust theorization in curriculum studies. For critical curriculum scholars, pedagogy is commonly understood as a site of individual and social transformation. The articles in this issue of Curriculum Inquiry question whether the pedagogical encounter is always a catalyst of desired change. Drawing from Gaztambide-Fern andez and Arr aiz Matute’s (2013) threefold theorization, we view pedagogy as always intentional, always relational, and moved by an ethical imperative. The four articles dive deeper into the ethical and relational dimensions of pedagogy by presenting us with new ways of thinking about “Self,” “Other,” and the politics of differentiating between “familiar and strange others” (Ahmed, 2000, p. 24). As Sara Ahmed (2000) argues, the self-other relationship is determined at the moment of the encounter and involves techniques for “seeing the difference.” Those techniques also operate to differentiate between “familiar and strange others” in ways that produce a “visual economy” (p. 24). The authors in this issue illustrate the multiple ways the visual economy operates within the pedagogical encounter(s); this economy, at times, conditions teachers and learners to “see difference” in oppressive ways. Collectively, these authors explore how the visual economy constrains or limits how we see, engage, and teach about difference, as well as how the pedagogical encounter produces others as strangers. At the same time, these authors also show us that once these techniques of differentiation are identified, deconstructed, and critiqued, new and liberatory ways of seeing and producing difference are made possible, and can, in fact, nurture more ethical relationalities. In the first article of this issue, Sun Young Lee makes an important intervention into the taken-for-granted practices of observation in the context of teacher education. In her article titled “Seeing the Difference: Anticipatory Reasoning of Observation and its Double Gesture in Teacher Education,” Lee examines the way teachers learn to see and think about the development of children and teachers through the lens of difference. As a supposedly empirical or scientific practice, methods of observation and feedback are integral to teacher education programs (Copland, 2010). Yet, as Lee argues, practices of observation reflect social and cultural values and are embedded within particular historical contexts. Building on the work of Peter Galison (2014), Lee illustrates the role that the visual plays in the production of knowledge and constitution of difference. As Lee argues, we do not naturally see diversity; rather, the process of visualization produces categories of difference that reify racial hierarchies. As","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1863653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies","authors":"Esther O. Ohito, Justin A. Coles","doi":"10.1080/03626784.2020.1862568","DOIUrl":"https://doi.org/10.1080/03626784.2020.1862568","url":null,"abstract":"Once we were walking down a road and we saw a little Ghanaian boy. He was running and happy in the happy sunshine. My husband made a comment springing from an argument we had had the night before that lasted until four in the morning... He said, “Now look, see that little boy. That is a perfect picture of happy youth. So if you were writing a poem about him, why couldn’t you just let it go at that?” ...","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1862568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43662831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Melanated minds and diasporic bodies: Womanist curricular praxis as radical intervention in study abroad","authors":"Kirsten T. Edwards","doi":"10.1080/03626784.2020.1860641","DOIUrl":"https://doi.org/10.1080/03626784.2020.1860641","url":null,"abstract":"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 program created by Black women for students of African descent. Through two conceptual frameworks—Black Atlantic Consciousness and Womanism—I note the ways in which the study abroad program departed sharply from traditional programming found at historically white institutions. Utilizing narrative thematic case study analysis, findings reveal both the program designers’ goals and intentions for this study abroad program, as well as the ways those goals translated into pedagogical and curricular praxis. Three subthemes comprise the larger theme related to goals and intentions: self-awareness and communal awareness, African diasporic gendered identity, and deconstruction with student support. Four subthemes organize the theme curricular and pedagogical praxis: spiritually detoxing experiences, Afrocentric role-playing and storytelling/making, integration of counseling and emotional support resources, and institutional subversion. The article concludes with reflections on and implications for culturally relevant study abroad programming.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1860641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44131955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mammies, brute Negroes, and white femininity in teacher education","authors":"Erin T. Miller, Timothy J. Lensmire","doi":"10.1080/03626784.2020.1860643","DOIUrl":"https://doi.org/10.1080/03626784.2020.1860643","url":null,"abstract":"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 construction of white femininity. We conclude that teacher education efforts in the United States are undermined by the workings and power of enduring racist stereotypes in the thinking, feeling, and action of white teachers.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1860643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45271598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It’s really geniuses that live in the hood”: Black urban youth curricular un/makings and centering Blackness in slavery’s afterlife","authors":"Justin A. Coles","doi":"10.1080/03626784.2020.1856622","DOIUrl":"https://doi.org/10.1080/03626784.2020.1856622","url":null,"abstract":"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. In this paper, I examine the ways Black urban youth leveraged a co-created non-traditional curricular space, grounded in centering Blackness to make sense of their educational experiences. I draw from an academic yearlong (2016–2017) critical ethnography, centered in Black Critical Theory (BlackCrit), to examine what is revealed about Black living and learning and curriculum, through centering Blackness in a non-traditional curricular space. Theoretically framed through BlackCrit and Sharpe’s (2016) concept of wake work, I analyze critical literacy artifacts and interview data to examine how centering antiblackness, a strength-based positioning, facilitated Black curricular un/makings that worked to: 1) center Black empowerment and 2) affirm Black knowledge. I use the term curricular un/makings to represent the ways the Black youth leveraged their life-worlds to disrupt or abandon nation-state curriculum (unmake anti-Black curricular space) to compose new ideations of curriculum and curricular space (make curriculum anew by centering Blackness). Black curricular un/makings represent the intentional process of deconstructing anti-Black curriculum through an unapologetic centering of a Black ethos.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1856622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42498939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Foreword","authors":"G. Dei","doi":"10.1080/03626784.2021.1847533","DOIUrl":"https://doi.org/10.1080/03626784.2021.1847533","url":null,"abstract":"This is a very exciting special issue of Curriculum Inquiry and I am honoured to write this foreword. The theme “Anti-Blackness in Curriculum Studies” is one I approach with both urgency and pause. I, the coeditors, the contributors, and many readers have very intimate and scholarly relationships to anti-Blackness and more specifically to anti-Blackness in Curriculum Studies. Many people, however, do not. School leaders and their curriculum developers, policy designers, evaluation and implementation experts, knowledge translators, health and resource specialists, and frontline school professionals are among the many who are often – purposefully or not – removed from anti-Blackness. Hence the coeditors’ resounding call for papers “to give readers and curriculum workers entry points into an expansive, interdisciplinary dialogue on anti-Blackness in curriculum studies” (Ohito et al., n.d., para. 1). They extend and deepen this call by inviting the contributors to theorize","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2021.1847533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}