Curriculum Studies in the Age of Covid-19

Curriculum Studies in the Age of Covid-19 engages "unbearable story-telling" in order to document, give testimony to, and attempt to understand the psycho-social and socio-political dimensions of living through the unfolding pandemic, particularly in the context of education.

To think through history as it unfolds by engaging in unbearable story-telling is the task at hand in Curriculum Studies in the Age of Covid-19. The author documents stories of Covid-19 both from the perspective of a university professor and from the frontlines as a hospital chaplain, interweaving autobiography with philosophy, fiction, theology, history, and memory, in order to articulate what is beyond language and develop an archive. The archive is not only about the past but how future generations will understand the past. This book might be of interest to educationists, curriculum studies scholars, philosophers, theologians, literary scholars, historians, medical anthropologists, bioethicists, health humanities scholars, and hospital chaplains as well as palliative care physicians and psychoanalysts.

Autorentext

Marla Morris received her PhD in education from Louisiana State University and was elected a Fellow of the Royal Society of Arts. Morris is Professor of Education at Georgia Southern University, College of Education, in Statesboro, Georgia. Morris' select publications include Curriculum Studies Guidebooks: Concepts and Theoretical Frameworks, Vols. 1 & 2 (Peter Lang, 2016); On Not Being Able to Play: Scholars, Musicians and the Crisis of Psyche (2009); Teaching Through the Ill Body: A Spiritual and Aesthetic Approach to Pedagogy and Illness (2008); Jewish Intellectuals and the University (2006); and Curriculum and the Holocaust: Competing Sites of Memory and Representation.

Klappentext

To think through history as it unfolds by engaging in "unbearable story-telling" is the task at hand in Curriculum Studies in the Age of Covid-19. The author documents stories of Covid-19 both from the perspective of a university professor and from the frontlines as a hospital chaplain, interweaving autobiography with philosophy, fiction, theology, history, and memory, in order to articulate what is beyond language and develop an archive. The archive is not only about the past but how future generations will understand the past. This book might be of interest to educationists, curriculum studies scholars, philosophers, theologians, literary scholars, historians, medical anthropologists, bioethicists, health humanities scholars, and hospital chaplains as well as palliative care physicians and psychoanalysts.

Inhalt

Introduction: Metaphors of the Desert: A Curriculum of Crisis - Clinical Narratives and Stultification - Speculative Fabulation and Unbearable Stories - Jacques Derrida's Concepts: Metaphors for Unbearable Stories - Thomas Merton's Crisis of The Unspeakable - The Unbearable Stories of Terry Tempest Williams, Joan Didion and Derrick Jensen - The Unbearable Stories of Anton Boisen, Louise DeSalvo and John Gunther - Albert Camus' Relevance for Unbearable Stories of the Covid Pandemic - Michel Serres' Relevance for Unbearable Stories of the Covid Pandemic - References - Index.