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Lee, Sun Young – Curriculum Inquiry, 2021
This article explores the cultural practice of observation in teacher education, focusing on how teachers "learn to see" the differences between students. Conceptualizing "the visual" as a curricular problem that produces certain knowledge as in/valuable, I historicize the practice of scientific observation as embodying…
Descriptors: Observation, Student Diversity, Educational Change, Preservice Teacher Education
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Gilmore, Amir – Curriculum Inquiry, 2021
Inspired by jazz's epistemologies and structures, this article was written as a Black liberatory jazz album on Black Boy Joy. Threaded through musical tracks, Black Boy Joy is conceptualized as a Black spiritual Life Force and a liberatory emotional expression that refuses the anti-Black curriculum antagonizing Black boys. Black Boy Joy centers…
Descriptors: Music, Males, Blacks, Aesthetics
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Joseph, Nicole M. – Curriculum Inquiry, 2021
This essay introduces Nicole Joseph's Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and…
Descriptors: African American Students, Females, Gender Bias, Racial Bias
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Boveda, Mildred; Jackson, Johnnie; Clement, Valencia – Curriculum Inquiry, 2021
Using methods informed by ethnomusicology, this study highlights lyrical themes in songs and visual imageries created by Black rappers who attended public schools in the United States. Our analysis reveals the anti-Blackness and ableism these artists encountered and uncovers ideologies conflating Blackness, disability, and inferiority within…
Descriptors: African Americans, Public Schools, Ideology, Racial Bias
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Hernández Adkins, Sean D.; Mock Muñoz de Luna, Lucía I. – Curriculum Inquiry, 2021
Curriculum studies, like nearly all education scholarship, are predicated on Black suffering and death. Inspired by Christina Sharpe's treatise "In the Wake: On Blackness and Being," we will engage with the difficult questions of what it means to be curriculum theorists inculcated into whiteness and settlement. Pivoting Cheryl Harris's…
Descriptors: Black Studies, Whites, Indigenous Knowledge, Blacks
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Rahman, Samiha – Curriculum Inquiry, 2021
Black Muslim youth confront antiblackness and Islamophobia in US schools and society, yet few studies examine how this population navigates these intersecting oppressions. In addition, there has been a dearth of scholarly literature that explores the educational spaces in which Black Muslim youth are nurtured and affirmed. This article addresses…
Descriptors: African Americans, Muslims, Religious Schools, Islamic Culture
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Ohito, Esther O.; Brown, Keffrelyn D. – Curriculum Inquiry, 2021
Black affective networks form in evanescent moments when two or more Black people in a white space cluster around a Black feeling and other things. This article is a feminist narrative inquiry into Black affective networks in classrooms on the campuses of Predominantly White Institutions (PWIs) in the United States. Authors inhabit dual roles as…
Descriptors: Blacks, Whites, College Environment, Racial Composition
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Kean, Eli – Curriculum Inquiry, 2021
This article introduces a new theoretical framework comprised of three principles for teaching, learning, and researching gender in a way that celebrates gender diversity and centers transgender experiences and knowledge. The first principle describes how gender operates on multiple levels including individual, institutional, and socio-cultural.…
Descriptors: Student Diversity, Sexual Identity, Gender Bias, Social Bias
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Saleh, Muna – Curriculum Inquiry, 2021
Beginning with a storied moment of encounter at an academic conference in which several scholars confidently asserted the need to "humanize those who have been dehumanized", I engage in autobiographical narrative inquiry into my tensions with this seemingly "common sense" pedagogical belief and curricular approach. I do so by…
Descriptors: Humanization, Teacher Educators, Teachers, Muslims
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Wark, Joe – Curriculum Inquiry, 2021
Land acknowledgements have become almost ubiquitous in post-secondary education settings in Canada. However, the origins and widespread popularity of these practices has gone largely unexamined. In this article, the literature on land acknowledgement practices in Canada is reviewed, focusing in particular on the growing criticisms of these…
Descriptors: Foreign Countries, Land Settlement, Canada Natives, Postsecondary Education
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Errázuriz, Valentina; García-González, Macarena – Curriculum Inquiry, 2021
Reading is often regarded as a public good and an essential part of developing almost every aspect of human potential. In this article, we survey the "affective economies" of literary reading through a textual and visual analysis of documents issued by Chile's Ministry of Education. Through a critical and diffractive reading of these…
Descriptors: Reading Attitudes, Reading Habits, Affective Behavior, Power Structure
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Rombalski, Abigail – Curriculum Inquiry, 2020
This article draws from a two-year youth-informed, multi-site ethnographic study, in which interracial anti-racist youth activist groups (IAYAG) amplified their own pedagogical leadership in their schools. The demand for curricular relevance in urban schools is at an all-time high, and the work of youth organizers is in direct opposition to a…
Descriptors: Activism, Racial Bias, Urban Youth, Urban Schools
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Grinage, Justin – Curriculum Inquiry, 2020
Singing and dancing for diversity examines a series of professional development workshops ostensibly centred on racial equity designed for secondary school teachers. Using the concept of neoliberal multiculturalism to critique the implementation of the workshops, this article illustrates how superficial multicultural curriculum distorts…
Descriptors: Secondary School Teachers, Faculty Development, Teacher Workshops, Racial Bias
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Osmond-Johnson, Pamela; Turner, Peter – Curriculum Inquiry, 2020
Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). "The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage." Singapore: Springer], the current under-representation of Indigenous peoples in Canada's K-12…
Descriptors: Principals, Ethics, Conflict Resolution, Administrator Characteristics
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De Lissovoy, Noah; Cook, Courtney B. – Curriculum Inquiry, 2020
Dialogue is a category that is central to politics, media, and education, and yet in all of these domains it can be confusing and ambiguous. Starting from a critical framework built on the work of educational philosopher Paulo Freire, we undertake an inquiry into the meaning of dialogical intersubjectivity and its political determinations, with a…
Descriptors: Teaching Methods, Political Attitudes, Violence, Educational Philosophy
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