Ideating Pedagogy in Troubled Times
Approaches to Identity, Theory, Teaching and Research
A volume in the series: Curriculum and Pedagogy. Editor(s): The Curriculum and Pedagogy Group.
We began the call for this book by asking authors to ideate on activism -to take up and seek to extend- the interbraided values from the Curriculum and Pedagogy group’s espoused mission and vision, collocating activist ideologies, theoretical traditions, and practical orientations as a means of creatively, reflectively, and productively responding to the increasingly dire social moment. This moment is framed by a landscape denigrated beyond even Pinar’s (2004) original declaration of the present-as-nightmare. The current, catastrophic political climate provides challenges and (albeit scant) opportunities for curriculum scholars and workers as we reflect on past and future directions of our field, and grapple with our locations and roles as educators, researchers, practitioners, and beings in the world. These troubled times force us to think critically about our scholarship and pedagogy, our influence on educational practices in multiple registers, and the surrounding communities we claim to serve. This is where the call began: from a desire to think through modern conceptions regarding what counts as activism in the fields of education, curriculum, and pedagogy, and to consider how activist voices and enactments might emerge differently through curriculum and pedagogy writ large.
A guiding source of inspiration for this book, weaving among the emerging themes between the collected manuscripts, reflections, and poems, was a passage in Sara Ahmed’s (2013) book, The Cultural Politics of Emotion. In this passage, Ahmed works through the complicated relationship between the testimonies of pain that injustice causes, the recognition of this pain, and the potential of these wounds to move us into a different relationship with healing (p. 200). The chapters, reflections, and poems within this volume, thus, effect a collective ideation on how specific cultural politics and deleterious ideological formations – racism, colonialism, homophobia, ableism, to name only a few – persist and mobilize. The authors seek to expose and name some of these injustices, asking readers not only see and hear these experiences, but to inhabit our complicities in their promulgation.
It is important to acknowledge that these named social troubles do not exist in isolation, and will enmesh, weave, wind, and entangle with one another. The section headings parallel Ahmed’s (2013) own ideations: testimony, recognition, and wounds, not as a formula to follow as an activist call, or as a model for a means to a more just end, but as a way to engage in these issues as a trope of activist confrontation of readers who are, as many of our authors suggest, complicit in maintaining many of these social troubles. The chapters do not need to be read in any particular order, though the ordering of the chapters moves from the naming of social troubles, to showing how teaching, research, and theory ask us to take a more active role in recognizing and acknowledging the prevalence of these issues, and then theorizing ways to engage the wounds.
Introduction. PART I: TESTIMONY: WITNESSING, EXPOSING, AND REVEALING INJUSTICES. Reflection: Vignettes, Sarah Taylor Cook. Toward a Practice of Status Treason: White Teacher Educators as Accomplices, Ann Mogush Mason. Violence, Horror, and the Visual Image: How Teachers Speak About the Difference Between the Use of Photographs of War and Photographs of Lynching, Brian C. Gibbs. Charting the Future: Policing and Surveillance in School Safety Discourse, Timothy C. Wells. Moral Education in Troubled Times: Insights from Barad, Levinas, and Baumann, Sijin Yan, Peter Scaramuzzo, Michael Clough, and Patrick Slattery. Reflection: Behold Untold, Diana Wandix-White. Somewhere on the Road to Damascus, Brian Gibbs. living in school, Samuel Tanner. Be careful what you wish for, Sarrah J. Grubb. PART II: RECOGNITION: ACKNOWLEDGING AND RETHINKING THROUGH PRAXIS. Reflection: Moving From Activities to Activist, Amy Shema. Creating Force Field: Rethinking Uses and Consequences of Anti-Oppressive Pedagogical Activities, Pauli Badenhorst. White Teacher Educators, Black Teacher Candidates, and African American Language: Ideating Paradoxical Readings of African American Language in Teacher Education, Laura A. Taylor and Zachary A. Casey. We Can Theorize in a Classroom All Day, but Nothing Beats Experiencing the Real Thing: Experiential Learning in Preservice Preparation, Tiffany Karalis Noel. Transformative Pedagogies in Multicultural Education: Teaching Sensitive Topics in Troubled Times, Michael Takafor Ndemanu and Camea L. Davis. Our Stories As Curriculum: Queering Autoethnography, Curriculum Development, and Research, Michelle L. Knaier. Reflection: Teaching and Writing as Activism: Can Scholars Be Too Literal in Post-Truth Trumplandia? P. L. Thomas. The Woman of La Mancha (Central High School), Brian Gibbs. PART III: THE WOUNDS: HEALING OF SELF AND COMMUNITY. Reflection: Creating a Gender-Inclusive Romance Language Classroom: Opportunities and Challenges, Deborah J. Bennett and Simone Pilon. Critical Hip-Hop: Pedagogy of the Populace, Kevin W. Clinard. Affective Sites of Public Pedagogy: Arts-Based Approaches to Pedagogy for Privileged Learners, Shalin Lena Raye. Change in the Blink of a Queer Eye: Exploring Recent Shifts in LGBTQ+ Representation, Agency, and Intersectionality in Pop Culture, Cole Reilly. Concentric Circles of Curriculum and Pedagogy: Story Circles, Dialogue, and Complicated Conversations, Krystal A. Yañez Medrano and Laura Jewett. On Activism, Camea Davis. About the Contributors.
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