IAP BOOK SERIES
Lived Experience, Nonviolence, and Curriculum Studies
This book series invites manuscripts that center on curriculum scholarship, research, and work that infuses the stream of lived experience and flow through the fixation upon standardization and the political polarization in today’s world, thereby opening vibrant possibilities. Beyond instrumental planning and pursuit, curriculum as lived experience involves temporality, subjectivity, place and space, embodiment and aesthetics, personhood and relations, meditative attunement, cross-cultural movement, political praxis, diversity and equity, sustainability and creativity, and spirituality, among other dimensions. As a highly diversified, dynamic, and interdisciplinary field, curriculum studies is marked by the ongoing emergence of new, complex, and interwoven lines of inquiry. This series welcomes manuscripts that contribute to enhancing and enriching curriculum studies as a field through diverse viewpoints from school, college, or community-based curriculum as lived.
While the scope of this series is broad to include all meaningful curriculum topics, it also particularly encourages theoretical and practical undertakings of nonviolence education. Forming nonviolent relationships with the self, the other, and the world through ethical engagement with difference in educational experience is imperative, as we face existential crises in multiple realms. This series intends to open an explorative space for this emerging line of curriculum inquiry, in its intersections with nonviolence and peace studies, social justice education, aesthetic education, holistic education, and other relevant areas.
Professors, K-20 educators, graduate students, educational administrators, curriculum designers and coordinators, community-based practitioners and leaders, and independent researchers will find this series of interest.
“What an important new series! With global tensions intensifying, politics evermore polarizing, and increasing interpersonal aggressivity on the Web, what can be more pressing than studying, understanding, enacting nonviolence?” – William F. Pinar, University of British Columbia, Vancouver, Canada
“The book series creates an extremely important academic arena for the many educational, political, and social controversies and viable attempts at peaceful, nonviolent solutions of our time……The intellectual and organizational task of curriculum studies is to be responsive to this relatively novel situation, at least in the context of the Anglophone world, where the methodological and educational significance of Erlebnis/lived experience will be recognized and acknowledged as a sustainable alternative (or at least a supplement) to research, practice and policy approaches in education that traditionally emphasize external behavior.” - Tero Autio, Tampere University, Finland
“Violence imbues life. It is invoked by those on the political right and left, and experienced by many, with those marginalized bearing the brunt. This book series focuses on curriculum as lived experience to capture and resist violence in nuanced ways, so that nonviolent possibilities for life can be invigorated. The series will be of interest to all scholars of curriculum and those engaged in curriculum development and design processes.”- Lesley Le Grange, Stellenbosch University, South Africa
Send proposals or questions to firstname.lastname@example.org.
- Hongyu Wang
Oklahoma State University-Tulsa
- Molly Quinn
Louisiana State University
- Liesa Smith
Tulsa School of Arts and Sciences
- Contemporary Perspectives on Curricular Interactions, Behavior, Relationships, and Classroom Management
- Current Perspectives in Holistic Education
- Curriculum & Teaching Dialogue
- Curriculum and Pedagogy
- Curriculum Windows
- Hollywood or History
- International Perspectives on Curriculum
- Issues in Curriculum Theory, Policy and Research
- Research in Curriculum and Instruction
- Research in Life Writing and Education
- Research in Science Education
- Research in Social Education
- Science & Engineering Education Sources
- Teachers Engaged in Research
- The Center for PAInT Series on Arts-integrated Education
- The Handbook of Curriculum Inquiry