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Snaza, Nathan – Curriculum Inquiry, 2019
At stake in contemporary US racial tensions is a struggle over the meaning of being "human." By drawing on black feminist theories of being human as verb, and minority discourse critiques of humanism, the paper links "racialization" to apparatuses of humanization that emerge in early modernity including slavery, colonization,…
Descriptors: Feminism, Criticism, Minority Groups, Humanism
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Truman, Sarah E. – Curriculum Inquiry, 2019
This paper considers how literacy and education more broadly reflect and reproduce world views and communicative practices rooted in the western epistemological conceptualization of what Sylvia Wynter calls "Man". I frictionally think-with Wynter's hybridity of bios and logos (mythoi), and more-than-human theories in relation to an…
Descriptors: English Instruction, Secondary School Students, Literacy, World Views
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Baszile, Denise Taliaferro – Curriculum Inquiry, 2019
Within our current order of knowledge, propagated by the Humanities and Social Sciences, the mattering of Black lives is all but inconceivable. The only possibility for challenging this inconceivability, asserts Sylvia Wynter, is to rewrite our current order of knowledge such that it refuses the overrepresentation of European man and opens to…
Descriptors: Academic Language, African Americans, African American History, Blacks
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Kromidas, Maria – Curriculum Inquiry, 2019
Sylvia Wynter's wide-ranging intellectual contributions contain a poetics of being and becoming human that serve to counter the hegemony of developmental psychology and its articulation of the child in teacher education. In this article, I use Wynter's insights to unsettle the universality of this child figure to reveal the child of Man, a…
Descriptors: Teacher Education Programs, Child Development, Preservice Teachers, Whites
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Knight, Hunter – Curriculum Inquiry, 2019
In this essay, I analyse Egerton Ryerson's proposed curriculum for the first state-led mass public educational system in Ontario. Egerton Ryerson, Chief Superintendent of Schools in Upper Canada during the wide-scale proliferation of state schooling across Turtle Island, produced proposals for "universal" common schools, as well as…
Descriptors: Foreign Countries, Foundations of Education, Public Schools, Educational History
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Rose, Ebony – Curriculum Inquiry, 2019
In her scholarship of the past five decades, Sylvia Wynter has woven a critique of education in Caribbean, European, African, and American societies. In addition, her work demonstrates how education globally structures a particular cultural, historical, and onto-epistemic anti-Black/anti-Indigenous worldview. In Wynter's most neglected piece of…
Descriptors: Humanism, Racial Bias, Foreign Policy, Western Civilization
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Limes-Taylor Henderson, Kelly – Curriculum Inquiry, 2019
In this article, I argue that the Black experience in the United States settler colony is one primarily based in a systematic erasure of indigeneity from the enslaved African. Understanding the Black condition as a manifestation of White America's historical response to indigeneity, I consider the marginalized perspectives of Black decolonization…
Descriptors: African Americans, United States History, Slavery, Foreign Policy
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Shirazi, Roozbeh – Curriculum Inquiry, 2018
This article utilizes the idea of hospitality to explore how educative practices contribute to the making of citizens at Light Falls High School (LHS), a suburban American secondary school that professes a strong commitment to racial equity and global awareness. The data are derived from an ethnographic case study which took place in 2013-2014. I…
Descriptors: High School Students, Foreign Students, Suburban Schools, Multicultural Education
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Ríos-Rojas, Anne – Curriculum Inquiry, 2018
As European democracies undergo dramatic demographic shifts, they look to civics education to create social cohesion and produce a "democratic" citizenry. Such a project, however, is not without its tensions and contradictions. Drawing on findings from a yearlong ethnography in a secondary school in Spain, this article traces a number of…
Descriptors: Citizenship Education, Immigrants, Ethnography, Secondary School Students
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Callier, Durell M. – Curriculum Inquiry, 2018
Still, Nobody Mean More explores how Black youth constructed as queer subjects by state apparatuses and sociocultural institutions encounter, survive, and resist premature death. Engaging with women and queer of color theories this paper interrogates how the queerness of Blackness works to erase certain subjects from contemporary political…
Descriptors: Feminism, African Americans, Females, Social Justice
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Kirchgasler, Kathryn L. – Curriculum Inquiry, 2018
This article examines how notions of health and citizenship have become entangled in US science education reforms targeting particular populations. Current science education policy assumes that marginalized groups have been historically ignored, and that new research is required to "make diversity visible" in order to adapt instruction…
Descriptors: Science Education, Educational Change, Citizenship, Science Instruction
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El-Sherif, Lucy; Sinke, Mark – Curriculum Inquiry, 2018
What are the pedagogical encounters through which we learn about hierarchies of citizenship and the positions to which we belong in a nation? In this article, we seek to answer this question by examining the ways Muslim and non-Muslim bodies are spatially related to the settler nation-state of Canada, to reveal how outsider subjectivities are…
Descriptors: Foreign Countries, Citizenship, Muslims, Case Studies
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Bonet, Sally Wesley – Curriculum Inquiry, 2018
This article explores the disjuncture between refugee's pre-migratory educational aspirations and their everyday encounters with urban public schools. This study engages with two main questions: How do refugee youth's experiences with their urban public schools act as barriers to their educational aspirations? How do these experiences inform their…
Descriptors: Refugees, Citizenship Education, Academic Aspiration, Student Experience
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Sung, Youl-Kwan; Lee, Yoonmi – Curriculum Inquiry, 2018
In this article, we examine the characteristics of a progressive school-change project in South Korea called the "Hyukshin" School (HS) movement. HSs are public schools that are intended to disseminate progressive and democratic practices. We obtained data from interviews with participating teachers, official documents, reports, and…
Descriptors: Politics of Education, Educational Change, Teaching Methods, Progressive Education
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Lim, Leonel; Tan, Michael – Curriculum Inquiry, 2018
Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks.…
Descriptors: Foreign Countries, Qualitative Research, Teaching Methods, Cultural Background
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