Editorials
Critically considering and conceptualizing social contexts as curriculum
Cassie J. Brownell
Volume 53, Issue 4, 2023
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Creating space amidst violence
Gabrielle Monique Warren and Rubén Gaztambide-Fernández
Volume 53, Issue 3, 2023
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The messiness of putting queerness to work
Lindsay Cavanaugh, Qui Alexander, and Rubén Gaztambide-Fernández
Volume 53, Issue 2, 2023
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Assemblages of nonreproductive spaces and some decolonial possibilities of schooling
Neil Ramjewan and Shashank Kumar
Volume 53, Issue 1, 2023
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Palimpsests for reading politics and reconfiguring power within and beyond learning spaces
Cassie J. Brownell and Arlo Kempf
Volume 52, Issue 5, 2022
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The absent-present curriculum, or how to stop pretending not to know
Rubén Gaztambide-Fernández
Volume 52, Issue 4, 2022
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Toward a pedagogy of solidarity
Rubén Gaztambide-Fernández, Jennifer Brant, and Chandni Desai
Volume 52, Issue 3, 2022
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Education and ecological precarity: Pedagogical, curricular, and conceptual provocations
Fikile Nxumalo, Preeti Nayak, and Eve Tuck
Volume 52, Issue 2, 2022
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Curriculum, more than a journey on a map
Shashank Kumar
Volume 52, Issue 1, 2022
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What teachers know, what teachers do
Diana Barrero Jaramillo and Rubén Gaztambide-Fernández
Volume 51, Issue 5, 2021
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The ongoing crisis and promise of civic education
James Miles
Volume 51, Issue 4, 2021
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Questions of gratitude: Storying transformative and curricular relationships with women’s experiences and lives
Claudia Eppert and Jacqueline Bach
Volume 51, Issue 3, 2021
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Manhaj, or curriculum, broadly defined
Lucy El-Sherif
Volume 51, Issue 2, 2021
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Storytellin’ by the light of the lantern: A polyvocal dialogue turnin’ towards critical Black curriculum studies
Esther O. Ohito and Justin A. Coles
Volume 51, Issue 1, 2021
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Re-imagining difference in the pedagogical encounter
Preeti Nayak and Diana M. Barrero Jaramillo
Volume 50, Issue 5, 2020
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Growing out of childhood innocence
Neil Ramjewan and Julie C. Garlen
Volume 50, Issue 4, 2020
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Are we all in this together? COVID-19, imperialism, and the politics of belonging
Shashank Kumar and Rubén Gaztambide-Fernández
Volume 50, Issue 3, 2020
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Curriculum co-presences and an ecology of knowledges
James Miles and Preeti Nayak
Volume 50, Issue 2, 2020
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Invitations to difference: Refusing white pedagogies of racial inclusions
Neil Ramjewan and Lucy El-Sherif
Volume 50, Issue 1, 2020
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The work of attunement
Diana M. Barrero Jaramillo and Rubén A. Gaztambide-Fernández
Volume 49, Issue 5, 2019
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Disability as meta curriculum: Ontologies, epistemologies, and transformative praxis
Nirmala Erevelles, Elizabeth J. Grace, and Gillian Parekh
Volume 49, Issue 4, 2019
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Historical silences and the enduring power of counter storytelling
James Miles
Volume 49, Issue 3, 2019
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“Imagining and building what could be”: An intergenerational conversation inspired by Allan Luke's scholarship, teaching, and activism
Jason Brennan, Rob Simon, and Tara Goldstein
Volume 49, Issue 2, 2019
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“To wake up our minds”: The re-enchantment of praxis in Sylvia Wynter
Nathan Snaza and Aparna Mishra Tarc
Volume 49, Issue 1, 2019
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Between orders and others
Rubén Gaztambide-Fernández
Volume 48, Issue 5, 2018
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Multiple resonances of curriculum as lived
Neil T. Ramjewan and Elena V. Toukan
Volume 48, Issue 4, 2018
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Publishing as pedagogy: Essays from the 2017 Curriculum Inquiry Writers’ Retreat
Neil T. Ramjewan, Christy Guthrie, and Rubén Gaztambide-Fernández
Volume 48, Issue 3, 2018
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The politics of curriculum reforms in Asia: Inter-referencing discourses of power, culture and knowledge
Leonel Lim and Michael W. Apple
Volume 48, Issue 2, 2018
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Desirable and disposable: Educative practices and the making of (non) citizens
Brenda N. Sanya, Karishma Desai, Durell M. Callier, and Cameron McCarthy
Volume 48, Issue 1, 2018
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Pedagogies of time, place, and identification
Elena V. Toukan and Rubén Gaztambide-Fernández
Volume 47, Issue 5, 2017
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The tyranny of "ability"
Gillian Parekh
Volume 47, Issue 4, 2017
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Tracing and countering the "hidden"
Rubén Gaztambide-Fernández
Volume 47, Issue 3, 2017
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On knowledge and knowing
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 47, Issue 2, 2017
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Shifting borders and sinking ships: What (and who) is transnationalism “good” for?
Elena V. Toukan, Rubén Gaztambide-Fernández, and Sardar M. Anwaruddin
Volume 47, Issue 1, 2017
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How does it feel: On emotional memory and difficult knowledge in education
Christy Guthrie
Volume 46, Issue 5, 2016
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Youth subjectification and resistance in the settler state
Shawna Marie Carroll and Rubén Gaztambide-Fernández
Volume 46, Issue 4, 2016
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The child in question: Childhood texts, cultures, and curricula
Lisa Farley and Julie C. Garlen
Volume 46, Issue 3, 2016
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“We're all stories in the end”: On the narratives that (un)make us
Alexandra Arráiz Matute
Volume 46, Issue 2, 2016
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Slipping around in curriculum studies: (Re)views from new scholars
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 46, Issue 1, 2016
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The unruly curricula of the ruling class
Leila Angod
Volume 45, Issue 5, 2015
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Ordering Others
Neil T. Ramjewan and Rubén Gaztambide-Fernández
Volume 45, Issue 4, 2015
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Thinking beyond the human
Rubén Gaztambide-Fernández
Volume 45, Issue 3, 2015
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Religious pluralism in school curriculum: A dangerous idea or a necessity?
Sardar M. Anwaruddin and Rubén Gaztambide-Fernández
Volume 45, Issue 2, 2015
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Creation as participation/participation as creation: Cultural production, participatory politics, and the intersecting lines of identification and activism
Rubén Gaztambide-Fernández and Alexandra Arráiz Matute
Volume 45, Issue 1, 2015
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Featured Open Access Articles
Shitposting as public pedagogy
Peter J. Woods
Abstract: In response to the growing ubiquity of social media, critical media literacy scholars have increasingly called for the examination of online practices and their embedded pedagogies and curricula. In response, I use this paper to reimagine shitposting, a discursive social media practice, as a form of public pedagogy aligned (at times) with critical media literacy education. I begin by engaging extant research to both define shitposting and position the practice beyond the neofascist ends of the alt-right movement that most scholars focus on. Examining this alignment through the lens of critical media literacy, I argue that shitposting exists as an online pedagogical technology that can potentially reorient the network of relationships within social media spheres and expand the possible range of identities for those involved. To illustrate this argument, I conclude with a close reading of posts from two Twitter accounts: dril, an anonymous user who has managed to inform political discourse through his shitposts, and the corporate account for the Sunny Delight Beverage Corporation. I describe how tweets from these accounts engage shitposts in divergent ways. In doing so, I contend that these tweets reveal shitposting’s potential for contributing to the democratic aims of critical media literacy education, but the appropriation of that practice by large corporations and individuals imbued with political power jeopardize that already fraught potential.
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Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies
Jennifer Brant
Volume 53, Issue 3, 2023, pages 244–267
Abstract: This article documents ongoing encounters with colonial violence throughout education by offering a glimpse into the ways I experience this as a racialized faculty member who teaches courses related to anti-Indigenous racism. It extends Indigenous Maternal Pedagogies and engages theorists who identify colonial violence as structurally embedded throughout education. This article advances curricular moves toward justice through Indigenous Maternal Pedagogies to explore the lessons that can be gleaned from teaching a graduate seminar on colonial violences in education. The course served as a pedagogical site for critical and unsettling conversations as students were prompted to reckon with their own positionalities as they relate to settler colonialism, consider how violence happening outside of classroom spaces is manifested and reproduced in schools, and think critically about educational responses to ongoing colonial violences. By enacting Indigenous Maternal Pedagogies, the course also became a site for liberatory praxis through the co-creation of an ethical space for engagement. The intention of the course was to prompt socio-political action beyond the classroom. Moreover, extending bell hooks’s sentiment that the classroom, despite its limitations, remains a site of possibility, Indigenous Maternal Pedagogies transcend classrooms spaces, as sites of resistance, to call for the change our current political moment demands.
Media education and the limits of “literacy”: Ecological orientations to performative platforms
T. Philip Nichols and Robert Jean LeBlanc
Volume 51, Issue 4, pages 389–412
Abstract: Recently, talk of “fake news” – and its relation to wider epistemic crises, from climate denialism to the creep of global ethno-nationalism – has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g., equipping youth to produce media messages that challenge misinformation or represent marginalized perspectives). In this article, we consider how such approaches, while often generative, retain a focus of media pedagogy that centers the actions of individual humans – namely, “literacies,” or practices associated with the interpretation or creation of media texts. This orientation, we suggest, elides more distributive agencies, human and nonhuman, that animate contemporary media contexts and their usage: the imbrication of material (hardware), aesthetic (interfaces), computational (algorithms), and regulatory (protocols/defaults) actors with wider networks of institutional governance and political economy. Drawing from theories of scalar assemblages, posthumanist performativtity, and platform studies, we demonstrate how an alternate orientation to media pedagogy – one grounded in “ecology” rather than “literacy” – provides a wider repertoire of resources for navigating contemporary media environments, including (but not limited to) the challenges wrought by post-truth politics. Importantly, we suggest that an orientation of “civic media ecology” does not obviate traditional representational concerns of media literacy, but augments them by making legible the performative entanglements that constitute and animate processes of media production and consumption.
Drag pedagogy: The playful practice of queer imagination in early childhood
Harper Keenan and Lil Miss Hot Mess
Volume 50, Issue 5, 2020, pages 440–461
Abstract: In recent years, a programme for young children called Drag Queen Story Hour (DQSH) has risen to simultaneous popularity and controversy. This article, written collaboratively by an education scholar and a drag queen involved in organizing DQSH, contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that Drag Queen Story Hour provides a generative extension of queer pedagogy into the world of early childhood education. Drawing on the work of José Esteban Muñoz, the authors discuss five interrelated elements of DQSH that offer early childhood educators a way into a sense of queer imagination: play as praxis, aesthetic transformation, strategic defiance, destigmatization of shame, and embodied kinship. Ultimately, the authors propose that “drag pedagogy” provides a performative approach to queer pedagogy that is not simply about LGBT lives, but living queerly.
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Learning connected civics: Narratives, practices, infrastructures
Mizuko Ito, Elisabeth Soep, Neta Kligler-Vilenchik, Sangita Shresthova, Liana Gamber-Thompson, and Arely Zimmerman
Volume 45, Issue 1, 2015, pages 10–29
Abstract: Bringing together popular culture studies and sociocultural learning theory, in this paper we formulate the concept of “connected civics,” grounded in the idea that young people today are engaging in new forms of politics that are profoundly participatory. Often working in collaboration with adult allies, they leverage digital media and emerging modes of connectivity to achieve voice and influence in public spheres. The rise of participatory politics provides new opportunities to support connected civics, which is socially engaged and embedded in young people's personal interests, affinities, and identities.
We posit three supports that build consequential connections between young people's cultural affinities, their agency in the social world, and their civic engagement: 1. By constructing hybrid narratives, young people mine the cultural contexts they are embedded in and identify with for civic and political themes relevant to issues of public concern. 2. Through shared civic practices, members of affinity networks lower barriers to entry and multiply opportunities for young people to engage in civic and political action. 3. By developing cross-cutting infrastructure, young people–often with adults–institutionalize their efforts in ways that make a loosely affiliated network into something that is socially organized and self-sustaining.
Drawing from a corpus of interviews and case studies of youth affinity networks at various sites across the US, this paper recasts the relationship between connected learning, cultural production, and participatory politics.
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