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The Left Handed Curriculum
Teaching is not merely a technical process- it is one that requires creative and inspirational thinking, not only on the part of students but for teachers themselves as artful, reflective beings. The purpose of this book is to provide educators with creative experiences which unlock their imaginative potential so they can re-envision their curriculum to promote active learning, culturally relevant pedagogy, and differentiated instruction. This book guides the reader through a series of experiences intended to tap into the right side of the brain, and provide educators opportunities to re-imagine their existing curriculum in new ways. Through this re-imaging (or re-envisioning) of the creativ...
Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy
The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via ...
An Activist Handbook for the Education Revolution
Contributions by: Rosemarie Jensen, Shaun Johnson, Morna McDermott, Laurie Murphy, Peggy Robertson, Ruth Rodriguez, Tim Slekar, Ceresta Smith, United Opt Out National Forward by Ricardo Rosa, University of Massachusetts, Dartmouth This book is intended for educators, parents and community activists interested in reclaiming our public schools and reclaiming the public narrative around education policy. The book infuses research about the recent history of education policy reform, the strategies United Opt Out uses for fighting back against these policies, and proposes solutions that work to create sustainable, equitable, anti-racist, democratic and meaningful public education. This book is fo...
Problematizing Public Pedagogy
The term ‘public pedagogy’ is given a variety of definitions and meanings by those who employ it. It is often used without adequately explicating its meaning, its context, or its location within differing and contested articulations of the construct. Problematizing Public Pedagogy brings together renowned and emerging scholars in the field of education to provide a theoretical, methodological, ethical, and practical ground from which other scholars and activists can explore these forms of education. At the same time it increases the viability of the concept of public pedagogy itself. Beyond adding a multifaceted set of critical lenses to the genre of public pedagogy inquiry and theorizing, this volume adds nuance to the broader field of education research overall.
BIPOC Alliances
BIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons. BIPOC perspectives are often scarce in scholarly academic venues and curriculum. This edited book is a curated collection of interdisciplinary, underrepresented voices, and lived experiences through critical methodologies for empowerment (Reilly & Lippard, 2018). Gloria Anzaldu a’s (2015) autohistoria-teorí a is a lens for decolonizing and theorizing of one’s own experiences, historical contexts, knowledge, and performances through creative acts, curriculum, and writing. Gloria Anzaldu a coined, autohistoria-teorí a, a feminist wr...
Collective Unravelings of the Hegemonic Web
Collective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning. They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
Walking Away
Walking away is both refusal and production (Tuck & Yang, 2014), a seeming paradox taken up in work on fugitivity and marronage (Diouf, 2021; Grant, Woodson, & Dumas, 2021; Harney & Moten, 2013; Hartman, 2007), survivance (Powell, 2002; Sabzalian, 2019; Vizenor, 2008), testimonios (Calderon-Berumen, 2021; Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001), and other forms of critical pedagogy and curriculum. In other words, walking away presumes both the rejection of a form of status quo (walking away from something) and a new direction taken (a walking toward something else). In the context of education, many teachers and researchers have reached that breaking po...
Imagining the Academy
The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education. From an exploration of rap music to an analysis of how the academy presents and markets itself on the World Wide Web, the essays focus attention on higher education issues that are bound up in the workings and effects of popular culture.
Who Are You Without Colonialism?
This is not a conventional book because the seed comes from the depth of the volcanic cauldron that awaits silently underneath the Lake Ilopango, the umbilical cord of our Humanity and yours. It is a scream, it is an offering, it is pain and it is love. It is a collective offering to those who are responding to a call of Liberation based on Indigenous Principles to protect and defend the land beyond theories, beyond rhetorical and metaphorical questions. This is a tiny-tiny glimpse into Lak'ech. A living testament that today, there are people buried on sand, on water, on air, on blood, among carcasses of bodies eaten by vultures—literally and metaphorically—a living testament of open wounds that heal and are traumatized again and again because you, the reader, the listener, the writer, the transcriber, the colonizer, the upholder of patriarchy and caste and class, the translator and the guardian of the door of the Master's House refuse to listen politically.
Liminal Spaces and Call for Praxis(ing)
Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders. This volume comprises of an interconnected mosaic of theoretical research and praxis. Facing the current and future challenges of corporatization of education, it becomes imperative to identify and deconstruct elements that provide more responsive and fertile ground for a research and praxis based mosaic of pedagogy. This volume includes works of those scholars who identified or worked with communities of color and/or who drew on the activist and intellectual traditions of peoples of color, third world feminism, indigenous liberation/sovereignty, civil rights, and anticolonial movements.
