Seeing as strangers: teachers’ investigations of lived curriculum

Joseph, Pamela Bolotin

doi:10.1080/00220270600818481

Cited by 10 publications

(4 citation statements)

References 14 publications

(5 reference statements)

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“…We could sympathize, understanding the neo-conservative milieu within which K-12 schools (and for that matter universities) exist and appreciated that they would be working against the grain if emphasizing the lived curriculum. What occurred in our classes reflects what tends to happen in other curriculum courses (see Tilley and Powick 2007) as practicing teachers enter graduate studies with narrow conceptions of curriculum (Joseph 2007). As Applebaum (2009) suggests:…”

Section: Discussionmentioning

confidence: 78%

“…As part of her desire to keep an open dialogue, Leanne encouraged students to express their various concerns, including those about the critical reflection assignment. While such a process of critical reflection has found success in helping students reach a deeper critical consciousness about their lives, world and practice (Joseph 2007), the resistance to the assignment highlights an important tension. As Dlamini (2002, 60) suggests, students may not express their thoughts about race and other contentious ideas in class, not wanting to air controversial beliefs among their peers.…”

Section: Discussionmentioning

confidence: 99%

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Understanding curriculum as lived: teaching for social justice and equity goals

Tilley

Taylor

2013

Race Ethnicity and Education

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Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Understanding curriculum as lived: teaching for social justice and equity goals

Tilley

Taylor

2013

Race Ethnicity and Education

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“…As curricula is relational and situational, students' and instructors' engagement with educational materials is most often in response to their lived experiences (Aoki, 1993). Moreover, according to Joseph (2007), instructors that fail to acknowledge how the university, classroom, curricula, and pedagogy are shaped by societal forces accept the current oppressive culture as the norm.…”

Section: Agricultural and Life Science Education Curriculamentioning

confidence: 99%

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Cropps,

Esters

2021

JAE

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Agricultural and Life Science (AgLS) research tends to focus on the need for a globally competent workforce prepared to work with diverse populations. However, as AgLS education mirrors society, minoritized populations in AgLS are marginalized and othered. Further, AgLS curricula continues to frame agriculture through a white male lens; consequently, current and prospective students note the lack of educational curricula focused on the experiences of marginalized populations. The purpose of this single-case study was to explore students' learning experiences in a new interdisciplinary social justice-based graduate course focused on historical and contemporary diversity, equity, access, and inclusion (DEAI) issues in AgLS. Findings are organized into four areas: ( 1) what students enjoyed most in the course, (2) race and representation, (3) students' perceptions of learning experiences and outcomes, and (4) suggestions for improvement. Students reported most positively on the readings, class discussions, and assignments (i.e., op-ed and social justice initiative). Regarding race and representation, students reported taking the course because they were seeking perspectives outside of the whitestream perspectives they had previously been exposed to, and because Black students were seeking agricultural diversity courses taught by Black faculty. Students reported positively regarding their experiences and learning outcomes. Last, students gave suggestions regarding the final research paper, course topics, and the number of weekly readings required. This study illuminated the need for AgLS educators to better address and embed DEAI in agricultural contexts, decenter whiteness in AgLS curricula, and work harder to diversify their faculty ranks.

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“…Cochran-Smith (2001) writes that teachers need to "teach against the grain" (p. 3), and yet the fear of doing so is very real. Even when teachers begin to recognize the strong regulatory protocols of schooling and show desire to work against them (Joseph, 2007), the fear of rocking the boat is directly tied to employability (Wiebe & Macdonald, 2013), a legitimate concern that Cochran-Smith (2001) acknowledges, saying that teachers who teach with the grain are likely to be more in demand. Recalling Huebner, because the cycle is vicious, teachers who contribute to student agency will be the exception, rather than the rule.…”

Section: Art As Event and Agency Through Self-shatteringmentioning

confidence: 99%

The Teacher as Silenced Superhero

Wiebe

2016

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In this essay I argue that social ideals create an imaginary that inspires self-discipline in beliefs, thinking, and practices in order to achieve social-utopian hopes that the world will improve in particular ways. As such, social ideals limit human agency in general, and, for teachers in particular, there is limited terrain in which they have the right to speak. As a substitute for their right to speak, I argue, teachers are given the token social status of superhero, a fantasy consistent with neoliberal styles of thought. Following Pinar’s notion of art-as-event, I propose that deep engagement in the arts might be a means of restoring agency and voice to teachers; I argue that art troubles the strong socialization motif in education and creates intellectual room for the development of genuinely educational moments in schooling.

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Seeing as strangers: teachers’ investigations of lived curriculum

Cited by 10 publications

References 14 publications

Understanding curriculum as lived: teaching for social justice and equity goals

Understanding curriculum as lived: teaching for social justice and equity goals

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

The Teacher as Silenced Superhero

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