课程（不）舒适：艺术教育的沉默与未来

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2024-07-15 DOI:10.1080/15505170.2024.2377605

Beth Link, Amy Pfeiler-Wunder

引用次数: 0

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Curriculum (dis)comfort: Silences and futurings for art education

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.