Showing papers in "Journal of curriculum theorizing in 2009"

Heuristics of Global Citizenship Discourses towards Curriculum Enhancement

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Global citizenship has become a frequently invoked slogan. While its aura generates much interest and broad affiliation, perspectives about why, how, and to what degree a global citizenship has and will manifest are discordant and underdeveloped. The lack of clarity about global citizenship is of particular concern to curriculum scholars and practitioners since schools are viewed as primary agents for socializing youth as citizens and are increasingly shaped by global forces. Despite exhortations to teach for global citizenship, the persistent lack of clarity about what that means confounds efforts of curriculum theorizing and implementation. This paper offers heuristics to sort through visions of global citizenship from five distinct discourses: neoliberal, nationalist, Marxist, world justice/governance, and cosmopolitan. This analysis recommends global citizenship curriculum, both its theorizing and engagement, be imbued with two epistemic capacities in order to enhance the development of global citizenship curriculum: hermeneutics/dialogue and placed being. About the Author William Gaudelli is associate professor of social studies and education at Teachers College, Columbia University. His research areas include global education, visual media, and teacher education/development. Gaudelli has published a variety of pieces in journals such as Teaching Education, Theory and Research in Social Education , Society and Culture, with forthcoming articles in Teachers College Record and Teaching and Teacher Education along with two books. Gaudelli can be contacted at gaudelli@tc.edu.

Auto/ethno/graphies as Teaching Lives An Aesthetics of Difference

Abstract: In the midst of the everyday of academia, two teaching lives collide in an office doorway, tentatively exchanging stories of students' language "art"-each sparked by the other's interest in the aesthetic of pedagogy. These intersectings of "knowing and not knowing" conspire in our lives to begin a daunting journey of evoking in teachers-to-be aesthetic possibilities in the teaching of language arts. We share the personal scriptings and scripts of our teaching lives, exposing both the vulnerabilities and the possibilities of the arts for our selves and our students in the pre-service language arts classroom. We draw from qualitative methodologies that work with biography, autobiography, and ethnography settling with "auto/ethno/graphy" to unsettle the scripts of hegemonic discourse. Clear your desk. Dip your brush... About the Authors Cynthia M. Morawski is an associate professor of Education at the University of Ottawa, Canada. Her research interests include literacy and integrated arts, learning differences, and bibliotherapy. She is particularly interested in the intrapersonal dimensions of learning and employs multiple expressions and representations in teaching and research. Correspondence to C. Morawski, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: morawski@uottawa.ca Pat Palulis is an assistant professor of Education at the University of Ottawa, Canada. Her research interests include curriculum theorizing in language, literacy, culture, and spatiality; post-structural and post-colonial discourses; intertextuality; performative auto/ethno/graphy related to teaching lives and praxis. Correspondence to P. Palulis, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: ppalulis@uottawa.ca

Queering Science for All: Probing Queer Theory in Science Education

Abstract: Queer theory is concerned with disrupting binaries, opening space for new identities, and interrupting heteronormativity. In the context of education, queer theory examines both how schools function to make non-heteronormative identities invisible and to disconnect learning and knowledge from pleasure and desire. School science plays a strong role in silencing queer identities and limiting science knowledge and learning. Yet, queering science education supports many of the reform efforts in science education. In the era of Science for All, queering science education is important for making school science accessible for all students and transforming science education for the benefit of all students. This paper explores, through personal vignettes and published literature, how queer theory applies to education in general, and science education in particular. About the Author Kristin L. Gunckel is an assistant professor of science education at the University of Arizona. She received her Ph.D. in Curriculum, Teaching, and Educational Policy at Michigan State University in 2008. Her research focuses on science curriculum reform and preparing elementary teachers to teach science.

Reading School Textbooks as a Cultural and Political Text: Representations of Asia in Geography Textbooks Used in the United States

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Investigating secondary social studies textbooks, this study examines how Asia is represented and what socio-cultural implications are embedded in the textbook representation of Asia. Using the perspective of cultural studies and postcolonialism, it inquires about how different countries are portrayed to receive differentiated images, how Asia as a whole is represented, and how the textbooks position American readers with regard to the relationship between the U.S. and Asia. The argument ensuing from this investigation is that curriculum scholars need to pay more attention to rethinking how to invite other cultures and societies into school curriculum and how to engage students with people who appear to be different from themselves. About the Author Won-Pyo Hong received his doctoral degree from Michigan State University. Currently he is a post-doctoral researcher at Seoul National University, Seoul, Korea. His research interests include curriculum theories and global and multicultural education especially in the Asian context. His email address is msuhong@hotmail.com .

M/othering a Bodied Curriculum: Sleeping with Cake and Other Touchable Encounters

Abstract: A bodied curriculum attends to the relational, social, and ethical implications of "being-with" other bodies differently and to the different knowledges such bodily encounters produce. It is a practice of being oriented to others, to touch, to reflect, and to dwell with others relationally. In this paper we re-conceptualize m/othering as a bodied curriculum opening up maternity to the in-between of corporeality, materiality, and difference. In doing so, we locate our arguments in the work of contemporary visual artist Diane Borsato, in order to develop the theoretical constructs of "touch" and "being-with." From here, we extend such understandings of relationality to a bodied curriculum and in particular attend to the ethical implications of teaching and learning "with" others. In our third and concluding section, we return to earlier deliberations on mothering as performative and suggest that a (post) reconceptualization of curriculum requires an openness to the un/thought and a process of becoming that is always incomplete. About the Authors Stephanie Springgay is an Assistant Professor of Art Education and Women's Studies at Penn State University. Her research and artistic explorations focus on issues of relationality and an ethics of embodiment . Publications include: Curriculum and the Cultural Body, with Debra Freedman and Body Knowledge and Curriculum: Pedagogies of touch in youth and visual culture . Stephanie can be contacted at sss23@psu.edu Debra Freedman teaches curriculum courses online for Ball State University and The Pennsylvania State University. Her research and teaching interests include curriculum theory, cultural studies, and teacher education. She is co-editor, with Stephanie Springgay, of Curriculum and the Cultural Body , Peter Lang (2007). Debra can be contacted at dif4@psu.edu

The Chronotopes of Encounter and Emergence

Abstract: T THE TIME of the 30 anniversary of JCT, which has created an important intellectual tradition for educators, perhaps it is a good occasion to discuss the notion of chronotope (time-space) as we open the first issue of this year. According to Mikhail Bakhtin (1986), the chronotope of “novels with emergence” must connect the hero’s individual becoming with historical becoming so that both the person and the world can emerge anew. So is the case with the field of curriculum studies in transforming the present through encounter (historical and intercultural) and emergence (temporal, spatial, and inter/subjective) so that the transition of today’s world and subjective becoming mutually influence each other to enable creativity of both. Mikhail Bakhtin (1981) defines the chronotope as “the intrinsic connectedness of temporal and spatial relationships that is artistically expressed in literature” (p. 84). Bakhtin uses the chronotope to discuss the different ways in which literature—from the Greek romance to the European novel—has used various temporal and spatial features to express a wide variety of world views. In each chronotope, a different image of a person, contextualized in a different sense of history, society, and culture, is presented. Therefore, “the chronotope in culture could be defined as a ‘field of historical, biographical, and social relations’” (Morson & Emerson, 1990, p. 371). The chronotope of curriculum studies can be so defined as well. While Bakhtin’s (1981) study of the historical evolution of the literary chronotopes demonstrates the coexistence of multiple and various modes, he suggests that some genres come closer to presenting real historical time and space with actual biographical persons whose responsibility and creativity participate in defining the world. Bakhtin first analyzes three novelistic chronotopes in ancient times, including the Greek romance, the adventure novel of everyday life, and the ancient biography. He finds that these novels either lack historical change or biographical emergence. By contrast, change becomes essential to the modern realistic novel of emergence. Bakhtin (1986) specifically devotes his attention to the most significant type—Goethe’s works as a great example—in which neither the hero nor the world is ready-made but must become:

Beyond the Sole Category of Race: Using a CRT Intersectional Framework to Map Identity Projects

Abstract: Using student narratives, we argue for a heuristic tool, the identity project, claiming that identity projects are artifacts of identity as both process and category Identity projects can offer teachers, researchers, and students insights into socio-historical structures and contexts and the individual's existential relationship to these contexts KimberlA© Crenshaw's Critical Race Theory (CRT) intersectional framework allows us to map the terrain of identity projects Identity projects may incorporate features of CRT counterstories, but they also act as context stories, reinscribing oppressive discourses Understanding identity projects serves research and practice by invigorating critical multiculturalism and by opening spaces for affirmation, solidarity, and critique About the Authors Nikola Hobbel serves as Assistant Professor of English Education at Humboldt State University in Northern California She researches literacies, multicultural teacher education, and the standards movement Thandeka K Chapman is an Associate Professor in Urban Education at UW-Milwaukee Her research interests include desegregation policy outcomes, multicultural education curricula, and charter schools in urban districts

Social Justice Must Be Action: Obligatory Duty and the Institutionalizing of Activism in Schools

Abstract: In this paper, I present pieces from a larger qualitative study on social justice at one public high school in New York City. By examining how students reflect upon, respond to, and reclaim an advisory curriculum dedicated to civic responsibility and activism, I argue that schools may have inadvertently standardized the non-standard of "justice" by applying upon it the complicities of power/knowledge, authority, behavior, and control. I draw from an attempted juxtaposition of critical theory and poststructuralist thought, more specifically Foucault's concept of docility-utility, to then argue that the containment of justice as a teach-able and learn-able objective may inhibit students from seeing themselves as already engaged in the world, as just individuals, on their own terms and circumstances. A reconceptualization of social justice may require a shift away from "social justice-oriented content" towards greater acknowledgment of "just encounters" among students and teachers in schools. About the Author Debbie Sonu completed doctoral work at Teachers College, Columbia University and is working as an Assistant Professor of Social Studies Education at Hunter College in New York City. Her interests include ethics and justice in urban schools, critical theory and poststructuralism, as well as issues related to youth, subjectivity, and race. Debbie Sonu can be contacted at debbie.sonu@gmail.com

Globalization in the Classroom: Students, Citizenship and Consumerism

Abstract: This paper discusses implications of globalization as it impacts educational practices, procedures, and policies. Because economic competition on a global scale encourages corporations to influence educators to replicate dominant culture values within classrooms, these patterns serve to create and valorise power differentials that prevent society members, including students, from participating fully in all aspects of a democratic society. A critical pedagogy beginning with Habermas' Ideal Speech Situation may serve to question practices, procedures, and policies that preserve power differentials that prevent students from developing their capacities for becoming agents of positive social change. About the Author Robert White has taught extensively in public school systems across Canada and is currently an Associate Professor at St. Francis Xavier University in Nova Scotia. Research interests include critical literacy, learning and leadership, globalization, and corporate involvement in educational settings. His most recent books include Burning Issues: Foundations of Education (2004), The Practical Critical Educator: Critical Inquiry and Educational Practice (2005), and Critical Literacies in Action: Social Perspectives and Teaching Practices (2008).

Violent Turbulence in Curriculum Theory and Practice

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} In a chapter titled "On Analyzing Hegemony" in his book, Ideology and Curriculum (1990), Michael Apple argued for the absolute necessity of situating knowledge, the school, and the educator him or herself within the real social/historical conditions that constitute these elements if we want to be serious in our appraisal of the role of education in a complex society. Although all three elements are crucially important, in this paper I focus on the educator. More specifically, I construct an argument for the fundamental importance of critical self-reflexivity as a necessary condition for theorizing pedagogies relevant to American schools in an age characterized by unprecedented global flows of human beings, cultural artifacts, economic capital, and media representations. About the Author Jenna Min Shim is a Ph.D. candidate in the School of Education at University at Albany. Prior to pursuing this degree, she was a performing pianist and a TESOL educator. Her research focuses on multiculturalism and intercultural understanding in the globalized, internationalized world of the 21 st century.

What Would Hegel Do? Desire and Recognition in the Pedagogical Relation

Abstract: This paper is about student participation in critical pedagogy. It is also about the anxiety that occurs in practice when the prompting of participation falls on deaf ears. It considers the way that students silence figures as a symptom in critical pedagogy, where it is taken as something that blocks learning and simultaneously a point on which on dialogue is potentiated. Drawing on Freud's concept of the uncanny and Hegel's master/slave dialectic, the discussion analyses that anxiety and suggests that beneath explicit emphasis on dialogue in critical pedagogy, there is also an implicit asymmetrical desire for recognition because the teacher relates to students' learning mediately, through their participation. I argue that student silence should not be regarded only as a problem of "non-work" to be overcome via pedagogical techniques; but rather, the anxiety it provokes offers two ways of responding. About the Author Dr. Amy Swiffen received her PhD from the Department of Sociology at the University of Alberta where she currently teaches social theory. Dr. Swiffen can be contacted at aswiffen@ualberta.ca

Coffee Talk: Negotiating/Disrupting the Hidden Curriculum of Graduate School

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This article addresses the hidden curriculum within a graduate education program and how four women attempted to understand and resist both the hidden and explicit curriculum through developing community within a writing support group. It is written as a performance that amplifies the interwoven narratives and experiences of the authors. The implications for this work suggest the importance of building community as a way of understanding and resisting the hidden curriculum within academic spaces. It also suggests ways that subordinate groups can empower themselves within the graduate school experience and potentially improve degree completion rates by women and students of color. About the Authors The authors were members of the same doctoral cohort at the University of North Carolina at Chapel Hill. Beth Hatt is an Associate Professor at the University of Southern Indiana. Lan Quach is an Assistant Professor at the University of North Carolina-Charlotte. Sydney Brown is an Assistant Professor at Gardner-Webb University. Amy Anderson is a Research Associate at the University of North Carolina- Chapel Hill. The email address of Beth Hatt is hatt.beth@gmail.com .

Currere and The Hours : Rebirth of the Female Self

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This paper intertwines an analysis of the female characters in the movie, The Hours , with the author's own currere writing to examine societal constructions and expectations of women, women's "work," and motherhood. By juxtaposing the everyday lives of four different women living in four different times, the author illustrates how the back-in-the-day longings, now-a-day musings, and some-day yearnings of the female self collide with these societal constructions and expectations. In doing so, the author describes her own process to understand and redefine what it means to be a woman and an academic and a mother and her own journey of rebirth while engaged in this process. About the Author Jill Voorhies Martin is a doctoral student and graduate assistant in the Department of Teaching and Curriculum Leadership at Oklahoma State University. Jill's research interests include issues of diversity and equity in education, especially those related to race, ethnicity, class, and gender. Jill can be contacted at jill.martin@okstate.edu

Digital Literacy and Public Pedagogy: Notes on the Digital Game as a Form of Literacy and Learning

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Digital games are both an exponent and a vehicle of cultural transformation. Not only do they form a rapidly growing part of the popular culture industry, they also instigate transformations in other cultural domains such as education. Played in a multi-player fashion, online digital games engender new forms of social relationships and new forms of shared participation in cultural literacy and modes of learning. As games are used for instructional purposes in schools, industry, and the army or airforce for training purposes, the playing of games is no longer constricted to a sphere outside normal adult life but forms part of the "serious" world of production and consumption, knowledge, and education. This suggests that digital technologies may have changed the characteristics and cultural significance of learning and what it means to be literate-not to mention the nature of play itself. This significance may be broader than the acquisition of cognitive skills. Through the act of play, computer games prepare and "train" the general public for a "culture of real virtuality" in which we require digital literacy skills for decoding and understanding media simulations in our environment and how to relate to them as public forms of learning or public pedagogy. Digital games constitute a strategic research site because they exemplify the transformations in perception and participation that are characteristic for digital culture of learning and literacy. Digital games as a form of digital literacy enact a public pedagogy through a means of educational and cultural transformation. About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies , Pedagogies of Difference , and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books.

Media Education, Spectrality, and Acoustic Space: An Encounter with Derrida and McLuhan

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} How media educators conceive of critical agency without privileging the authoritative voice of the teacher continues to be a vexed problematic within the field. It is complicated by ongoing concerns about how to delineate the characteristics of new digital media as specific forms of mediation. In response to these issues, I suggest an encounter with Derrida and McLuhan offer media educators a way to hold different but related levels of analysis in dynamic tension. Both thinkers conceive of mediation as productive, and if Derrida helps us to understand how this produces a certain kind of emancipatory promise, McLuhan's work remains vital for locating this promise in relation to the dimensions of technological lifeworlds characteristic of modern society. About the Author Stuart Poyntz is an Assistant Professor in the School of Communication at Simon Fraser University. His research focuses on children and digital culture, the history of media literacy, and theories of the public sphere. At present, he is completing a book entitled Media Education: A Critical Introduction for Blackwell. Poyntz can be contacted at spoyntz@sfu.ca.

Dangerously Knowable: A Paradoxical Case of Constructing Radical Hybrid Literacy Practices

Abstract: In this paper I describe aspects of a case study of constructing radical hybrid literacy practices that show Lucy Luna, a White 2 nd and 4 th grade bilingual teacher and I, a White university researcher, engaged in paradoxical work. Over a year together, Lucy and I intended to utilize post-colonial concepts of hybridity and liminal spaces to create classroom practices that we hoped would disrupt dualisms in pedagogy such as English/Spanish and American/Other and open liminal spaces for students to express themselves in more relevant ways. However, I describe three paradoxical processes that unfolded: mastering hybridity, estranging the "strange," and (de)colonizing. I suggest that embracing the paradoxes of educational ethnography can push current research in multicultural education to move beyond positioning students as dangerously knowable by narrowly mapping student identities. About the Author Tricia Gallagher-Geurtsen, a former bilingual elementary and migrant education teacher, earned her Ed.D. from Teachers College, Columbia University. Tricia teaches, writes, and consults about methods and theory for teaching multicultural and multilingual youth. Tricia can be contacted at trish@cuttingedgeeducation.com

Culture and Difference: Heterologies of the Other

Abstract: The idea of difference and its postcolonial heterologies-diverse discourses of difference-have provided the conceptual groundwork for postcolonial theorists of nation, race, class, ethnicity, gender, and sexuality who have worked toward the ethical purpose of actualizing equitable contexts responsive to the alterity of individuals and groups within a society or culture regardless of identity politics and its categorical constructions. Yet this altruistic desire for securing equitable environments and opportunities is also the practical juncture at which postcolonial theorists begin to partcompany with respect to the concept of difference. Difference and its heterology therefore becomes an intrinsic point of theoretical validation for asserting the legitimacy of such postcolonial discourses in practice by justifying the ethics of the methods each puts forward for the creation of grounds for equitable social environments that are fair and just. About the Author Peter Trifonas is a professor of Social and Cultural Studies in Education at the Ontario Institute for Studies in Education, the University of Toronto. He is the author of Revolutionary Pedagogies , Pedagogies of Difference , and Ethics, Institutions, and the Right to Philosophy (with Jacques Derrida), and The Ethics of Writing among other books.

Dead, Shed Skin: An Autoethnography

Abstract: This paper describes the self-study of the researcher's eating disorder. The subject of study is, microcosmically, poetry; in a macrocosmic sense, the fragments of verse examined are representative of an individual writer's mindset and thoughts. Poetry, in this essay, is the pedagogical space where examination of self is permitted. There are two intertwined elements in this essay that are educationally relevant and enlightening. Firstly, it is demonstrated that the structural and formal traditions of verse were scaffolds to the developing poet's self-understanding and self-discovery. Secondly, hinged upon a reinterpretation of verse composed ten years prior is the researcher's composition of a personally educative narrative involving his campaign to overcome the hegemony of an eating disorder. About The Author Theodore Christou is Assistant Professor at the University of New Brunswick in the Faculty of Education. He completed his PhD at Queen's University in Curriculum Studies. Theodore's research examines the qualitatively different interpretations of progressive education. He is also concerned with the teaching of history in schools and in Faculties of Education. Theodore is a published poet and has worked as teacher in Ontario's public schools and in adult education. Theodore can be contacted at: tedchristou@hotmail.com

Changing Habits Deconstructing One Convent School Song

Abstract: Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} For an initial assignment in a Curriculum Studies graduate course, the author was required to write a story based on an experience from her own convent school days. Disconcerted by what appeared to be a memory block, she finally produced a text, but it was metaphorical rather than anecdotal. In this paper she attempts to understand her inability to articulate her experiences by using deconstruction, Lacanian analysis, and poetry to explore the metaphor embedded in her initial text. The insight and voice she gains through the layered writing process leads her to suggest that a reflective teaching practice and a critical pedagogy might intersect in the novel reframings of personal educational experiences. By breaking out of our habits of representation we may be more likely to recognize-and transform-our habits of interpretation. About the Author Anne Hewson is an associate professor at St. Thomas University in New Brunswick, Canada, where she teaches in the Education Department. Her interests include arts-based inquiry, drama education, mindfulness in learning and teaching, poststructural theory, and critical pedagogy. Anne can be contacted at ahewson@stu.ca