Curriculum Inquiry最新文献_第5页

“La solidaridad no perece”: Community organizing, political agency, and mutual aid in Puerto Rico “La solidaridad no perence”：波多黎各的社区组织、政治机构和互助

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072669

Aurora Santiago Ortiz, Antonio Navarro Pérez, Paulette Agosto Ortiz, Coralis Cruz González, Michelle Román Oyola

{"title":"“La solidaridad no perece”: Community organizing, political agency, and mutual aid in Puerto Rico","authors":"Aurora Santiago Ortiz, Antonio Navarro Pérez, Paulette Agosto Ortiz, Coralis Cruz González, Michelle Román Oyola","doi":"10.1080/03626784.2022.2072669","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072669","url":null,"abstract":"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 activists and community leaders, undergraduate students, and a professor. This essay brings together four members of the collective in a dialogue where they reflect on the central role of solidarity in the CCUC’s organizing and projects and the ways solidarity operates as a praxis of self-determination in the face of neoliberal austerity measures in Puerto Rico. We also highlight the relational work that was done prior to establishing the CCUC that enabled its creation. We also discuss how we negotiate our collaborative relationship across difference through critical dialogue and reflection, the challenges that arise because of our colonial subjectivities, and the ways we circumvent colonial logics through other ways of being and relating anchored in solidarity and interdependence.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569595","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}

引用次数: 1

In solidarity with Birzeit: The black, the white, and the gray 声援Birzeit：黑色、白色和灰色

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2082828

Abdul‐Rahim Al‐Shaikh

引用次数: 0

Climate justice pedagogies in green building curriculum 绿色建筑课程中的气候正义教学法

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2084908

引用次数: 0

Lotus and its afterlives: Memory, pedagogy and anticolonial solidarity 莲花及其后生:记忆、教育学和反殖民团结

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072670

Chandni Desai, Rafeef Ziadah

{"title":"Lotus and its afterlives: Memory, pedagogy and anticolonial solidarity","authors":"Chandni Desai, Rafeef Ziadah","doi":"10.1080/03626784.2022.2072670","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072670","url":null,"abstract":"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 very little scholarly attention around its origins, impact, and the forms of solidarity it aspired to engender. There have been a number of studies on the “Bandung Spirit” and the “Tricontinental” conferences, yet there is generally less attention to the networks of artists, authors, exhibits, and magazines that discussed and debated forging insurgent solidarities under difficult circumstances. The article thus explores how cultural production was used by Afro-Asian artists to enact “creative solidarity” and the ways Lotus provided a means for cultural producers to share knowledge, theorize, and build relations across anti-colonial struggles, albeit in a space not outside the political dynamics and contradictions of the moment. We also conceptualize Lotus as an anti-colonial archive and suggest that such archives can be used pedagogically in efforts to decolonize curriculum, through a histories from below approach, to remember those occluded from history.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43199881","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}

引用次数: 1

Solidarity in multiple registers 多个寄存器的团结

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072672

Rosalind Hampton, M. Hartman

引用次数: 0

Critical reflexión and plática∼testimonio/haki∼shahadat: Enacting decolonial praxis of solidarity from the Mexico-US borders to Palestine 关键reflexión和plática ~证词/haki ~ shahadat:制定从墨西哥-美国边境到巴勒斯坦的非殖民化团结实践

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072667

Manal Hamzeh, Judith Flores Carmona

引用次数: 1

Contesting settler colonial logics in Kashmir as pedagogical praxis 作为教学实践的克什米尔定居者殖民逻辑的争论

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072666

M. Junaid, Hafsa Kanjwal

{"title":"Contesting settler colonial logics in Kashmir as pedagogical praxis","authors":"M. Junaid, Hafsa Kanjwal","doi":"10.1080/03626784.2022.2072666","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072666","url":null,"abstract":"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 Kashmiri scholar–activists involved in advocacy work on Kashmir, we examine the challenges of decolonial activism and transnational solidarity building, especially in Western academic spaces. For both of us, Kashmir has been a home and is a place where our scholarly ethos is entwined with intimate knowledge. While the diasporic/exilic location presents its own challenges of representation, the urgency imposed by the settler colonial logics that create existential questions for Kashmiris forces reconsiderations both of political alliance building as well as scholarly frameworks. In this article, we explore the emergent contours of a pedagogy of solidarity that centers Indigenous perspectives in relation to Kashmiri diasporic activism. We examine how our solidarity work takes shape in the neoliberal academy, grassroots progressive spaces, and transnational media.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49048480","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}

引用次数: 2

The Dalit curriculum from two perspectives 达利特课程的两个视角

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072671

Shaileshkumar Darokar, S. R. Bodhi

引用次数: 1

Hood-in-g the ivory tower: Centring Black, Indigenous, and Afro-Indigenous feminist solidarities 象牙塔中的兜帽:黑人、土著和非裔土著女权主义团结的中心

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-05-27 DOI: 10.1080/03626784.2022.2072673

J. Brant, Kayla Webber

{"title":"Hood-in-g the ivory tower: Centring Black, Indigenous, and Afro-Indigenous feminist solidarities","authors":"J. Brant, Kayla Webber","doi":"10.1080/03626784.2022.2072673","DOIUrl":"https://doi.org/10.1080/03626784.2022.2072673","url":null,"abstract":"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 of Monture-Angus, highlight the unique experiences that inspire many Black and Indigenous women on their journeys’ to university. Our work seeks to identify the tensions of “hood-in-g the ivory tower” in several ways. First, we weave in personal narrative to offer a reflection of what it means to engage in academic spaces from the hood. In this way, we explain what it means to literally bring the hood into the ivory tower. Second, we document the genealogies of feminist writings that shape our work. Third, by drawing on the sentiments of the “Hooding Ceremony” we present lessons to assert what it means to support our Lively-Hood within academic spaces. To document our understanding of Black, Indigenous, and Afro-Indigenous feminist solidarities, we will elaborate on the concept of “hood-in-g the ivory” throughout the article by offering reflections of our individual and shared positionalities in relation to activist practices in and out of classrooms.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339158","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}

引用次数: 0

“What are you pretending not to know?”: Un/doing internalized carcerality through pedagogies of the flesh “你假装不知道什么?”:通过对肉体的教育，我们将肉体内化

IF 1.7 3区教育学

Curriculum Inquiry Pub Date : 2022-03-30 DOI: 10.1080/03626784.2022.2047579

W. Okello

{"title":"“What are you pretending not to know?”: Un/doing internalized carcerality through pedagogies of the flesh","authors":"W. Okello","doi":"10.1080/03626784.2022.2047579","DOIUrl":"https://doi.org/10.1080/03626784.2022.2047579","url":null,"abstract":"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 abstractions over passions, bodily sensations, and tactile understandings. Employing poetics, reflexivity, and Black letters, Black feminist narrative methods steer these analyses to explore how whiteness, as carcerality, is germane to Black being in a western, United States context. To pursue this inquiry, I juxtapose storytelling analysis with a Black feminist literary analysis of Toni Cade Bambara’s \"The Education of the Storyteller,” asking, how might educators name, critique, and pedagogically extract whiteness (carcerality) and its pervasive curriculum from the bodies of Black subjects by keying into histories of Blackness, rationality, and the body? Ultimately, I am interested in what the historical and racialized politics of the body demand with regard to pedagogy. Three themes emerged as considerations for a pedagogy of the flesh: epistemic confrontation, corporeal visibility, and legitimizing affect. Findings advance scholarship on how educators might engage Black students in ways that honour the full Black body-mind as a living, moving entity deserving of humanity, in a western, United States context that expects Black stillness.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47112732","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}

引用次数: 0