Curriculum Studies Handbook - The Next Moment

<p>What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this <em>Handbook</em> speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, <em>currere</em>, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed. </p> <p>Preface <br>Acknowledgements</p><p>1. Introduction: Proliferating Curriculum -Erik Malewski</p><p>Part I: Openness, Otherness, and the State of Things</p><p>2. Thirteen Theses on the Question of State in Curriculum Studies -Nathan Snaza </p><p>Response to Nathan Snaza: Love in Ethical Commitment: A Neglected Curriculum Reading -William H. Schubert </p><p>3. Reading Histories: Curriculum Theory, Psychoanalysis and Generational Violence -Jennifer Gilbert </p><p>Response to Jennifer Gilbert: The Double Trouble of Passing on Curriculum Studies -Patti Lather </p><p>4. Toward Creative Solidarity in the "Next" Moment of Curriculum Work -Rubén A. Gaztambide-Fernández </p><p>Response to Rubén A. Gaztambide-Fernández: Communities Without Consensus -Janet Miller </p><p>5. "No Room in the Inn"? The Question of Hospitality in the Post(Partum)-Labors of Curriculum Studies -Molly Quinn </p><p>Response to Molly Quinn: Why is the Notion of Hospitality so Radically Other?: Hospitality in Research, Teaching and Life -JoAnn Phillion </p><p>Part II: Reconfiguring the Canon</p><p>6. Remembering Carter Goodwin Woodson (1875-1950) -LaVada Brandon </p><p>Response to LaVada Brandon: Honoring Our Founders, Respecting Our Contemporaries: In the Words of a Critical Race Feminist Curriculum Theorist -Theodorea Regina Berry</p><p>7. Eugenic Ideology and Historical Osmosis -Ann G. Winfield </p><p>Response to Ann G. Winfield: The Visceral and the Intellectual in Curriculum Past and Present, William H. Watkins </p><p>Part III: Technology, Nature, and the Body</p><p>8. Understanding Curriculum Studies in the Space of Technological Flow -Karen Ferneding </p><p>Response to Karen Ferneding: Smashing the Feet of Idols: Curriculum Phronesis as a Way through the Wall -Nancy J. Brooks </p><p>9. The Posthuman Condition: A Complicated Conversation -John A. Weaver </p><p>Response to John A. Weaver: Questioning Technology: Heidegger, Haraway, and Democratic Education -Dennis Carlson </p><p>Part IV: Embodiment, Relationality, and Public Pedagogy</p><p>10. (A) Troubling Curriculum: Public Pedagogies of Black Women Rappers -Nichole A. Guillory </p><p>Response to Nichole A. Guillory: The Politics of Patriarchal Discourse: A Feminist Rap -Nathalia Jaramillo </p><p>11. Sleeping with Cake and Other Touchable Encounters: Performing a Bodied Curriculum -Stephanie Springgay and Debra Freedman </p><p>Response to Stephanie Springgay and Debra Freedman: Making Sense of Touch: Phenomenology and the Place of Language in a Bodied Curriculum -Stuart J. Murray </p><p>12. Art Education Beyond Reconceptualization: Enacting Curriculum Through/With/By/For/Of/In/Beyond/As Visual Culture, Community and Public Pedagogy -B. Stephen Carpenter II and Kevin Tavin </p><p>Response to B. Stephen Carpenter II and Kevin Tavin: Sustaining Artistry and Leadership in Democratic Curriculum Work, James Henderson </p><p>Part V: Place, Place-Making, And Schooling</p><p>13. Jesus Died for NASCAR Fans: The Significance of Rural Formations of Queerness to Curriculum Studies -Ugena Whitlock </p><p>Response to Ugena Whitlock: Curriculum as a Queer Southern Place: Reflections on Ugena Whitlock’s "Jesus Died for NASCAR Fans" -Patrick Slattery </p><p>14. Reconceiving Ecology: Diversity, Language, and Horizons of the Possible -Elaine Riley-Taylor</p><p>Response to Elaine Riley-Taylor: A Poetics of Place: In Praise of Random Beauty -Celeste </p><p>15. Thinking Through Scale: Critical Geography and Curriculum Spaces -Robert J. Helfenbein </p><p>Response to Robert J. Helfenbein: The Agency of Theory -William F. Pinar </p><p>16. Complicating the Social and Cultural Aspects of Social Class: Toward a Conception of Social Class as Identity -Adam Howard and Mark Tappan </p><p>Response to Adam Howard and Mark Tappan: Toward Emancipated Identities and Improved World Circumstances -Ellen Brantlinger </p><p>Part VI: Cross-Cultural International Perspectives</p><p>17. The Unconscious of History?: Mesmerism and the Production of Scientific Objects for Curriculum Historical Research -Bernadette M. Baker </p><p>Response to Bernadette M. Baker: The Unstudied and Understudied in Curriculum Studies: Toward Historical Readings of the "Conditions of Possibility" and the Production of Concepts in the Field -Erik Malewski and Suniti Sharma</p><p>18. Intimate Revolt and Third Possibilities: Cocreating a Creative Curriculum -Hongyu Wang </p><p>Response to Hongyu Wang: Intersubjective Becoming and Curriculum Creativity as International Text: A Resonance -Xin Li </p><p>19. Decolonizing Curriculum -Nina Asher </p><p>Response to Nina Asher: Subject Position and Subjectivity in Curriculum Theory -Madeleine R. Grumet </p><p>20. Difficult Thoughts, Unspeakable Practices: A Tentative Position Toward Suicide, Policy, and Culture in Contemporary Curriculum Theory -Erik Malewski and Teresa Rishel </p><p>Response to Erik Malewski and Teresa Rishel: "Invisible Loyalty": Approaching Suicide From a Web of Relations -Alexandra Fidyk </p><p>Part VII: The Creativity of an Intellectual Curriculum</p><p>21. How the Politics of Domestication Contribute to the Self-Deintellectualization of Teachers -Alberto J. Rodriguez </p><p>Response to Alberto J. Rodriguez: Let’s Do Lunch -Peter Appelbaum </p><p>22. Edward Said and Jean-Paul Sartre: Critical Modes of Intellectual Life -Greg Dimitriadis </p><p>Response to Greg Dimitriadis: The Curriculum Scholar as Socially Committed Provocateur: Extending the Ideas of Said, Sartre, and Dimitriadis -Thomas Barone </p><p>Part VIII: Self, Subjectivity, and Subject Position</p><p>23. In Ellisonian Eyes, What is Curriculum Theory? -Denise Taliaferro-Baszile </p><p>Response to Denise Taliaferro-Baszile: The Self: A Bricolage of Curricular Absence -Petra Hendry </p><p>24. Critical Pedagogy and Despair: A Move toward Kierkegaard’s Passionate Inwardness -Douglas McKnight </p><p>Response to Douglas McKnight: Deep in My Heart -Alan A. Block </p><p>Part IX: An Unusual Epilogue: A Tripartite Reading on Next Moments in the Field</p><p>And They’ll Say That It’s a Movement -Alan A. Block</p><p>The Next Moment –William F. Pinar</p><p>The Unknown: A Way of Knowing in the Future of Curriculum Studies -Erik Malewski</p><p>About the Contributors<br>Index</p>