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Provoking Curriculum Studies

Strong Poetry and Arts of the Possible in Education
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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—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 blind impresses—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.

Author Biography:

Nicholas Ng-A-Fook is Associate Professor of Curriculum Studies at the Faculty of Education, University of Ottawa, Canada. Awad Ibrahim is a Professor of Curriculum Studies in the Faculty of Education, University of Ottawa, Canada. Giuliano Reis is Associate Professor of Science Education at the Faculty of Education, University of Ottawa, Canada.
Release date Australia
January 27th, 2017
Contributors
  • Edited by Awad Ibrahim
  • Edited by Giuliano Reis
  • Edited by Nicholas Ng-A-Fook
Pages
284
Audiences
  • General (US: Trade)
  • Tertiary Education (US: College)
Illustrations
4 Illustrations, black and white
ISBN-13
9781138827752
Product ID
26185285

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