1st Edition

Curriculum Work and Social Justice Leadership in a Post-Reconceptualist Era Attaining Critical Consciousness and Learning to Become

By Allan Michel Jales Coutinho Copyright 2022
    198 Pages
    by Routledge

    198 Pages
    by Routledge

    This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice.

    The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy.

    With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?

    Foreword by William Pinar

    Chapter 1 – Introduction

    Chapter 2 – Engaging in the complicated conversation of curriculum work in a post-reconceptualist Era

    Chapter 3 – A short autobiographical account about conscientização: critically bifocalizing ‘self’ and ‘work’ to learn to become

    Chapter 4 – Reconceptualizing the concept of ‘informed dialogue’ in policy circles: Embracing curriculum ‘as lived’

    Chapter 5 – Valorizing the (auto)biographical con(text) in curriculum work to "learn to become"

    Chapter 6 – Conclusion


    Allan Michel Jales Coutinho has earned his Bachelor of Arts in International Development in Education from Green Mountain College, USA, and Nagoya University, Japan. He is also a graduate from the International Education Policy Program at the Harvard Graduate School of Education. Allan has engaged in pivotal scholarly work in the field of Curriculum Studies in Canada, at the University of Toronto and at the University of British Columbia.