Provoking Curriculum Studies

<p><em>Provoking Curriculum Studies</em> 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—conceptualizing scholars as poets and the potential of the poetic in education—it 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 <i>blind impresses</i>—those areas of knowledge that are left over unaddressed by ‘mainstream’ curriculum scholarship and that instigate difficult questions about death trauma prejudice poverty colonization and more.</p>