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Zembylas, Michalinos – Journal of Curriculum and Pedagogy, 2022
The central question driving this paper is: How can educators theorize and cultivate hope's radical and transformative dynamism in a way that takes into consideration anti-colonial aims? This paper examines the contribution of pedagogies of "anti-colonial hope" to expand discussions of critical hope and its pedagogical relevance. It is…
Descriptors: Teaching Methods, Transformative Learning, Foreign Policy, Psychological Patterns
Hollman, Deirdre Lynn – Journal of Curriculum and Pedagogy, 2021
This article seeks to explore the complexities of Black subjectivities as written and illustrated by comic book creators of color who wrestle with the enigmatic qualities of blackness as they write within and beyond racial imaginaries and social realities. I call these works "critical race comics" to highlight their explicit engagement…
Descriptors: Critical Theory, Race, Cartoons, Illustrations
Clement, Valencia – Journal of Curriculum and Pedagogy, 2020
While the Global North's academic culture is romanced by generalizability, testimonio offers an enticing way to incorporate diverse knowledge sources into the curricular cannon. Testimonio offers a radical, critical, spiritual humanizing pedagogy for ethnic-racial socialization (MenchĂș, 1983). In this paper, I conduct a semi-structured interview…
Descriptors: Teaching Methods, Professional Identity, Personal Narratives, Haitians
Burns, Leslie David; Flynn, Joseph – Journal of Curriculum and Pedagogy, 2020
In this essay we consider the purposes of social justice education (SJE) and its central commitments to inclusion. Central to this discussion is the nature of community as a Structural concept, and the ways in which communities, by definition, creates both members and Others simultaneously in ways that trouble the notion and mission of inclusion…
Descriptors: Social Justice, Inclusion, Equal Education, Teaching Methods
Hulgin, Kathleen; Fitch, E. Frank; Coomer, M. Nickie – Journal of Curriculum and Pedagogy, 2020
Trauma sensitive approaches are being adopted in schools across the U.S. While responding to children's trauma is imperative, this analysis points to significant limitations posed by individual pathology-focused science and neoliberal influences, including an outline of fundamental contradictions. This is followed by a conceptualization of trauma…
Descriptors: Trauma, Neoliberalism, Pathology, Critical Theory
Clements, Colleen H.; Stutelberg, Erin – Journal of Curriculum and Pedagogy, 2020
Two white women professors who teach courses on diversity in education in different social, political, and geographical contexts analyze our performances of our experiences with students. We individually and collaboratively explore how our students read us in gendered and racialized ways while we enacted anti-racist pedagogies in our white, female…
Descriptors: Diversity, Teacher Student Relationship, Teaching Experience, Gender Issues
Stern, Mark; Carey, Kristi – Journal of Curriculum and Pedagogy, 2020
Contemporary critical scholarship on the university firmly places new discursive and curricular formations within a global context of neoliberal, neoimperial, and neocolonial processes. Recently, some focus has been given to last century's institutionalization of the interdisciplines (e.g. Ethnic Studies, Cultural Studies, Women's Studies) and how…
Descriptors: Critical Theory, College Students, Activism, Social Justice
Johnson, Stacy C. – Journal of Curriculum and Pedagogy, 2020
This study presents an examination of the institution of American slavery as it relates to current hegemonic issues in education, revealing a persistence of slave trade ideology through education and challenging the slow and possibly deliberate progress to close the Achievement Gap/Debt.
Descriptors: United States History, Slavery, African American History, Achievement Gap
Miller, Erin T.; Tanner, Samuel J. – Journal of Curriculum and Pedagogy, 2019
Using narrative research as a qualitative methodology, we (two white critical whiteness scholars) tell a story about how a dismantling and rebuilding of whiteness occurred in a fourth-grade classroom across three vignettes. Using a close read of Reverend Thandeka's primer on the ways white children are socialized, we wrestle with what pedagogy…
Descriptors: Racial Bias, Critical Theory, Race, Whites
Zembylas, Michalinos – Journal of Curriculum and Pedagogy, 2017
This article draws on the conceptualization of love as ethico-political practice and a nonidentitarian strategy for political communities to present possibilities for thinking pedagogically about what the late Moroccan writer and philosopher Abdelkebir Khatibi called "aimance". Khatibis's constructed term for affinity, affection,…
Descriptors: Social Change, Intimacy, Politics of Education, Ethics
Tanner, Samuel Jaye – Journal of Curriculum and Pedagogy, 2017
This article considers second wave critical Whiteness pedagogy by examining the author's teacher-researcher implementation of teaching project about Whiteness in a large, suburban high school near a major city in the Midwest. The author relies on narrative scholarship in order to both tell and interpret stories about a yearlong project that used…
Descriptors: Whites, Teaching Methods, Critical Theory, Program Implementation
Bertling, Joy G. – Journal of Curriculum and Pedagogy, 2017
As place is intimately tied to students' lived experiences, investigations into place can illuminate knowledge of students, schools, and communities and serve as inspiration for future place-based curricular endeavors. This study, through a dual-layered, arts-based educational research (ABER) design, offered student teachers the opportunity to…
Descriptors: Art Education, Educational Research, Critical Theory, Teaching Methods
Maudlin, Julie Garlen – Journal of Curriculum and Pedagogy, 2014
In this article, I suggest that an ideology of hope, even "educated" (Giroux, 2003) and "radical" (Farley, 2009) conceptualizations, might be problematic for curriculum theory because it operates to reinscribe White privilege and perpetuate the assumption that Whites can transcend the critique of Whiteness (Applebaum, 2010).…
Descriptors: Ideology, Educational Theories, Curriculum, Psychological Patterns
Snaza, Nathan – Journal of Curriculum and Pedagogy, 2013
Theorists as diverse as Plato, Rousseau, Freire, Apple, and the New London Group have understood education as a practice that "makes" humans. Positing education as a practice of humanization has long been understood to be the highest, most lofty good. By drawing on feminism, critical race studies, and postcolonial studies, the author of…
Descriptors: Educational Theories, Humanization, Humanistic Education, Feminism