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.
"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.
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
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4