2009 AERA Annual Meeting Theme and Highlights: <i>Disciplined Inquiry: Education Research in the Circle of Knowledge</i>

Gardner, Christine; Myhill, Marion; Pietsch, B; Pietsch, Marilyn; Williamson, John

doi:10.3102/0013189x09333703

Educational Researcher

2009

DOI: 10.3102/0013189x09333703

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2009 AERA Annual Meeting Theme and Highlights: Disciplined Inquiry: Education Research in the Circle of Knowledge

Christine Gardner¹,

Marion Myhill²,

B Pietsch³

et al.

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Representation and the Straightjacketing of Curriculum's Complicated Conversation: The pedagogy of Pontypool's minor language

Wallin

2012

Educational Philosophy and Theory

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Reconceptualist and post‐reconceptualist curriculum scholars have drawn upon the notion of a complicated curriculum conversation as a means to describe the imbricated, pluralist, and eclectic character of curriculum theorizing. Insofar as this curriculum conversation is accomplished via language however, it remains wed to a particular representational logic restricting what might be thought. This essay explores the question of what it means to theorize curriculum when the very idea of a complicated curriculum conversation begins to fall into cliché. Mobilizing the philosophical thought of Gilles Deleuze, this essay analyzes three representational commitments of contemporary curriculum theorizing, addressing how each are inadequate for the theorization of difference or the instantiation of the radically new. Against the implicit commitment to conformity alive in the curriculum field, this essay posits an ethics of disidentification exemplified via Bruce McDonald's horror film Pontypool. It is via such a tactic of productive disidentification, this essay claims, that thought might be unfettered from the orthodoxies of common sense, becoming in this way more adequate for opening spaces unanticipated by contemporary representational regimes.

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Representation and the Straightjacketing of Curriculum's Complicated Conversation: The pedagogy of Pontypool's minor language

Wallin

2012

Educational Philosophy and Theory

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Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations

Greenhow

Robelia

Hughes

2009

Educational Researcher

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In the past decade, significant shifts have occurred in the nature of the Internet and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction and paths for future research. In this article, the authors build on three ideas set forth in comments on their article “Web 2.0 and Classroom Research: What Path Should We Take Now?” The authors believe that these comments, which extend ideas from their initial article, make important contributions to the vision for transformative scholarship and practice they outlined. Specifically, the authors discuss the professional development of teachers, considerations for building research capacity and social scholarship, and the importance of bridging divides to advance a common research agenda on learning and teaching with Web 2.0.

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2009 AERA Annual Meeting Theme and Highlights: Disciplined Inquiry: Education Research in the Circle of Knowledge

Cited by 2 publications

References 0 publications

Representation and the Straightjacketing of Curriculum's Complicated Conversation: The pedagogy of Pontypool's minor language

Representation and the Straightjacketing of Curriculum's Complicated Conversation: The pedagogy of Pontypool's minor language

Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations

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