Description
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 studies窶把onceptualizing scholars as poets and the potential of the poetic in education窶琶t 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 impresses窶杯hose areas of knowledge that are left over, unaddressed by 窶藁ainstream窶� curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
Table of Contents
Foreword by Judith Robertson
Introduction by Awad Ibrahim, Nicholas Ng-A-Fook, Giuliano Reis
PART I: THINKING THROUGH THE POETIC
Introduction by Nicholas Ng-A-Fook
Chapter 1: The Curriculum of Wonder: Poetry as Play, Prophecy, & Pedagogy by Carl Leggo
Chapter 2: Poetic osmosis: revealing the fluid edges of community through poetic representation in a narrative inquiry of curriculum making and community by C.L. Clarke & M. Shaun Murphy,
Chapter 3: The poetics of relationship: thinking through personal pedagogy across time using narrative inquiry and poetic inquiry by John J. Guiney Yallop & Carmen Shield
Chapter 4: The strong poets as unconscious mentor metaphors by Sean Wiebe
PART II: TRAUMATIZING MOMENTS IN EDUCATION: THE PAINFULLY UNDESIRED
Introduction by Giuliano Reis
Chapter 5: Minority by Jenna Tenn-Yuk
Chapter 6: The Strong Poetry of Won Alexander Cumyow: Rethinking Solidarity across Time and Place by Timothy J. Stanley
Chapter 7: Trackin窶� The Arab Uprisings: Battlin窶� the imperial production of death in the post 9/11 world through Arab hip hop by Chandni Desai
Chapter 8: Provoking digital common sense: Reddit, racialized language and the final vocabulary of race by Bryan Smith
PART III: NARRATING THE STRONG POETRY OF THE UNCONSCIOUS
Introduction by Awad Ibrahim
Chapter 9: Copying and creativity: on the strong poetry of psychoanalysis by Lisa Farley
Chapter 10: "And yet": storying complexity in teacher narratives by Amarou Yoder & Teresa Strong-Wilson
Chapter 11: Digital Dreamwork: Becoming Teachers窶� Stories of Trauma by Avril Aitken & Linda Radford
Chapter 12: The reader窶冱 read and the dreamer窶冱 dream: fringing the unconscious by David Lewkowich
Chapter 13: Un/bearable witnessing: sex scandal, historical trauma, and literature of historical witness in Monsieur Lazhar by Jane Griffith & Cristyne Hébert
Chapter 14: Mindfully Changing the Metaphors by Which we Live: The Fox and the Lotus Flower by Rebecca Lloyd & Vanessa Hermans
PART IV: STORIES WE LIVE BY: DESIRING CURRICULAR MOMENTS OF HOPE
Introduction by Nicholas Ng-A-Fook & Giuliano Reis,
Chapter 15: Our problem lies in our thinking by William E. Doll Jr.
Chapter 16: From vigour to rigour: tensionality and Ontario窶冱 unbalanced curriculum, 1963 窶� 2013 by Kurt Clausen
Chapter 17: Pedagogically succeeding in life: executing a consequently unprepared program by Douglas D. Karrow
Chapter 18: A dissertation / not a dissertation: Working the tensioned spaces of Aokian discourse by Diane P. Watt
Chapter 19: On the Pedagogy of a Folded Napkin: Lessons of Delight from the observation of Children by Scott Hughes
Chapter 20: Living 窶和窶� life as Strong Poets by Nikki Rotas
About the Editors and Contributors
Index
