This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning.
The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies.
This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.
Table of Contents
2 Currere Tales: Journeying as Pilgrims to the (An)archive
3 A Poor Curriculum in Urban Space: An Atlas for Ethical Relationality
4 Technotheology Curricular Spaces: Encountering the Circus, Cathedral, and Bridge
5 Experimentation in Afterschool U’s "Movie Maker Studios": Unexpected Moments of Contingency, Teacher-Becoming, and Joy
6 Singing at the Burrard Inlet: An Inquiry into the Reverberations of Sounding in the Natural World
7 Provoking Spiritual Encounters: Dancing with Spirit
8 Locating Who (I Am) in What (I) Do: An Autoethnographic Encountering of Relational Curriculum
9 Toward a Bountiful Curriculum: An Intercultural Encounter with Al-Farabi’s Pedagogy of Proximity (Ittisal)
10 The Curriculum of Home Things
11 Close Encounters of the Pedagogical Kind: Science-Fictioning a Curriculum-to-Come
12 The Minor Gesture and Curriculum Studies
13 Resistance and Resonance: Postcolonial Texts and Social Justice Conversations in ELA Classrooms in Rural Saskatchewan
14 Love, Loss, and the Horizons of Human Becoming
15 Conceptualizing and Enacting Sensational Currere: Attuning to the Embodied Essence in Autobiographical Curriculum Inquiry
16 Provoking Curriculum (Studies): Intellectual Interpolations
List of Contributors
Teresa Strong-Wilson is Associate Professor in the Department of Integrated Studies in Education in the Faculty of Education at McGill University, Canada.
Christian Ehret is an Assistant Professor at McGill University in the Department of Integrated Studies in Education, Canada.
David Lewkowich is an Assistant Professor in the Department of Secondary Education at the University of Alberta, Canada.
Sandra Chang-Kredl is an Associate Professor in the Department of Education at Concordia University, Canada.
"Provoking Curriculum Encounters Across Educational Experience is an exceedingly beautiful collection of essays that serves as a timely companion and provocateur to Pinar and Grumet’s pivotal text, Toward a Poor Curriculum. In their deeply pedagogic, richly theorized, and affectively charged autobiographical accounts, the authors offer new imaginaries of how we might live in ethical relation to history, place, and the other. A must read for those who wish to understand and enact education as an encounter with existence."
Anne M. Phelan, University of British Columbia.
"The editors and authors of this remarkable collection pay deep respect to the living archive and seminal reconceptualist text Toward a Poor Curriculum, yet they also move in new directions that challenge the prevailing curricular paradigm as scripted, measurable, and tested. This group of scholars opens up spaces of curricular possibilities that are autobiographical, ecological, spiritual, relational, and ethical. While the strands of thought in Provoking Curriculum Encounters Across Educational Experience are indeed multitudinous, at the heart of this collection is curriculum as lived experience."
Hannah Spector, Penn State University, Harrisburg.
"It is a profound joy to engage with these scholars in their pilgrimage to experience the sacred, ethical and provocative encounters of curriculum. The essays in this collection provide a rich pastiche of what it means to engage in a poor curriculum, a curriculum that is embedded in pre-conceptual experience as a provocative site for theorizing life. This is a book that calls us to reengage with curriculum as a process of humanization, not as a technocratic, reductionist mechanism of control."
Petra Munro Hendry, PhD, St. Bernard Chapter of the LSU Alumni Association Endowed Professor, Co-Director, Curriculum Theory Project, Louisiana State University.