Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studiesaconceptualizing scholars as poets and the potential of the poetic in educationait offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impressesathose areas of knowledge that are left over, unaddressed by amainstreama curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.chose to wear a yellow dress with a frothy tulle skirt, like a Romantic-era tutua long, soft, voluminous. The second boy chose to wear a ... He was having difficulty negotiating how to get into the dress: was he to pull it on over his head, or step into it? The spaghetti straps ... Drawing from her professional and personal life, she narrates stories that serve as her acurriculum of difficultya (p. 8). Fowler reminds usanbsp;...
|Title||:||Provoking Curriculum Studies|
|Author||:||Nicholas Ng-a-Fook, Awad Ibrahim, Giuliano Reis|
|Publisher||:||Routledge - 2015-08-11|