Curriculum Intertext

Curriculum Intertext addresses the spaces between between disciplines, between different theoretical perspectives, and between getting there/being there and living in current curricular discourse and practice. It is an invitation to curricular scholars to be at home in displacement, to imagine the possibilities of curricular languages that open onto meadowland spaces and mountain terrain spaces, and borderland spaces and in-between coulee spaces. It attends to the physicality and specificity of place and to the ambiguity of the many locations of an evolving curricular discourse. This book articulates the needs of graduate students and instructors in curriculum courses to gain a better understanding of current thinking and research regarding place, language, and pedagogy. Curriculum Intertext encourages each of us to venture across and between, into new lines and spaces, and to search for the poetic, the narrative, and other vital signifiers of curriculum theory, praxis, and research.

Autorentext

The Editors: Erika Hasebe-Ludt is Assistant Professor of Teacher Education in the Faculty of Education at the University of Lethbridge, Canada. She teaches and researches in curriculum studies, literacy, and culture and is interested in autobiographical and cosmopolitan discourses of teaching. She is author of "In All the Universe": Placing the Texts of Culture and Community in Only One School (Peter Lang, forthcoming).
Wanda Hurren is Associate Professor of Curriculum in the Faculty of Education at the University of Regina, Canada. Her research and teaching interests are in curriculum theory and related textual and spatial practices. She is author of Line Dancing: An Atlas of Geography Curriculum and Poetic Possibilities (Peter Lang, 2000).

Klappentext

Curriculum Intertext addresses the spaces between - between disciplines, between different theoretical perspectives, and between getting there/being there and living in current curricular discourse and practice. It is an invitation to curricular scholars to be at home in displacement, to imagine the possibilities of curricular languages that open onto meadowland spaces and mountain terrain spaces, and borderland spaces and in-between coulee spaces. It attends to the physicality and specificity of place and to the ambiguity of the many locations of an evolving curricular discourse. This book articulates the needs of graduate students and instructors in curriculum courses to gain a better understanding of current thinking and research regarding place, language, and pedagogy. Curriculum Intertext encourages each of us to venture across and between, into new lines and spaces, and to search for the poetic, the narrative, and other vital signifiers of curriculum theory, praxis, and research.

Zusammenfassung
"Playing at the edges of disciplinary and textual boundaries, Erika Hasebe-Ludt and Wanda Hurren conjoin as well as juxtapose contributors' prose, poetry, visual art, and photography. They thus conjure alchemic spaces where language, pedagogy, and place connect the textures of lived experience and reveal the intersubjectivity inherent in curriculum theorizing, researching, and teaching. 'Curriculum Intertext' invokes readers to be aware of their participation in these constructions of meaning. The promise of this timely book is that such awareness might enable us to decalcify solidified spaces between, across, and within the interstices of curriculum as well as social and cultural difference." (Janet L. Miller, Professor, Teachers College, Columbia University)
"This book is an extremely important curriculum text and in-tertext that celebrates Canadian curriculum scholarship with the rich scholarly and artistic discourse of living pedagogy or currere. It is an amazing interpretation and interrogation of a third space, a hybrid space, and a diasporic space of tension between and midst representational and nonrepresentational interplays of performances as intertexts. The contributors lean into Aokian slopes of metonymic writing that evokes a messy text, a middle space of curriculum, the place for a slash, and the persistence of in/stability. It is a text and intertext destined to become a rich resource for curriculum scholars and educators grappling with translating the spaces between curriculum-as-plan and curriculum-as-lived. 'Curriculum Intertext: Place/Language/ Pedagogy' exemplifies the foundations and non-foundations of Aoki's living pedagogy and is a 'must read' for those interested in experiencing interplays of knowing seldom found in tradi-tional curriculum texts. It is a remarkable book that will undoubtedly make a significant contribution to curriculum scholarship not only in Canada, but internationally. Curriculum scholarship in Canada is an exciting place/language/pedagogy!" (Rita L. Irwin, Professor and Head, Department of Curriculum Studies, Faculty of Education, University of British Columbia; President, Canadian Association of Curriculum Studies (CACS))

Inhalt
Contents: David Geoffrey Smith: Preface: Some Thoughts on Living In-Between Wanda Hurren/Erika Hasebe-Ludt: Invitation to the Intertext Ted T. Aoki: Locating Living Pedagogy in Teacher «Research»: Five Metonymic Moments Karen Meyer: (In)Different Spaces: Re-imagining Pedagogy in the Academy Sannie Yuet-San Tang: Generative Interplay of/in Language(s) and Culture(s) Midst Curriculum Spaces Constance Blomgren: Terra Incognita David W. Jardine/Sharon Friesen/Patricia Clifford: «Behind Every Jewel Are Three Thousand Sweating Horses»: Meditations on the Ontology of Mathematics and Mathematics Education Jeannette Scott MacArthur: In the Space Between the Threads: Reweaving the Yarns of Ethical Research Marylin Low: Radical Contingencies in the Words of a Student: (Dis)placing, (Re)marking, Languaging Kathy Nolan: conSCIENCEness Land(e)scapes Patrick Verriour: Stories of an Itinerant Wayfarer: Narrative in the Space of Healing Bruce David Russell: Reaching Haiku's Pedagogical Nature Cynthia Chambers: On Being a Disciple of Memoir Wanda Hurren: Auto´•geo´•carto´•graphia´: (A Curricular Collage) Antoinette Oberg: Paying Attention and Not Knowing Carl Leggo: Backyard Questions Written in Stone and Water: Alchemic Possibilities in the Space of the Heart Erika Hasebe-Ludt: By the Oldman River I Remembered Leah Fowler: Narrative Plains of Pedagogy: A Curriculum of Difficulty Lynn Fels: Performance, Place, and Possibility: Curricular Landscapes, Curricular Songs Aristides Gazetas: Cultural Politics, Film Narratives, and Adult Education: Changing Identities in a Postmodern World Tasha Henry: Teaching Tracks David Blades: The Pedagogy of Technological Replacement Ingrid Johnston: Reading and Resisting Silent Spaces of Whiteness in School Literature Michelle Bertie-Holthe: Hiding in Plain Sight Renee Norman: Whispers among Places: Teaching and Writing In-Between Past, Present, Future Patricia Palulis: Uncanny Demarcations: Metonymic Writing as/in a Doubled Gesture Patricia Sorensen: The Third Space of Ambivalent Construction William F. Pinar: «High Volume Traffic in the Intertext»: After Words.