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…

Systemic gender inequality and sexual discrimination continues across a wide spectrum of social, political, and economic fields. Using three key feminist curriculum and pedagogy principles (decentering norms, centering difference, distributing leadership) we employ feminist pedagogy by facilitating curriculum development and implementation that is…

While education research has largely avoided posthumanist scholarship, this analytic lens challenges the ways in which researchers have conceptualized educational technologies, i.e. collaboration and embodied learning, as primarily humanist endeavors that overtly center on human subjects within educational processes. By exploring sites of research…

Purpose, value, and practice are three key concepts in understanding curriculum implementation in arts education. When these three concepts work in harmony, the alignment provides a framework for successful arts curriculum implementation. This study highlights how these concepts are often misaligned with competition between the translation of…