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• W2114552042 abstract "IN THIS JCT SPECIAL ISSUE, Professors Ming Fang He and Sabrina Ross offer counter narratives of lives in-between. Along with their fellow colleagues at Georgia Southern University, including my curriculum friends Bill Reynolds, John Weaver, and Maria Morris, they continue hard and complex work of curriculum From that now-large body of work evolves a growing strand of scholarship on Southern place, I am both excited about and appreciative of this work. As He and Ross acknowledge in their Introduction, collective work at Georgia Southern builds upon call for a Southern Curriculum of Place by Kincheloe and Pinar in Curriculum as Social Psychoanalysis: The Significance of Place (1991) and again by Pinar in What Is Curriculum Theory? (2004). It is work that I eagerly took up as a doctoral student years ago at Louisiana State University and continue today.That He and Ross focus in this issue on the power of counter narrative as a means to contest official or metanarrative that often portrays disenfranchised individuals and groups as deficient and inferior (Introduction) is also significant to larger curriculum projects. For example, I am reminded of recent undertaken by American Association for Advancement of Curriculum Studies (AAACS) from 2009-2011. The Canon Project called for compilation of a of works seminal to American curriculum studies by which professors and scholars in a field increasingly subsumed into other departments in colleges of education (such as teacher education and educational leadership) might indeed acknowledge as seminal in order to move toward advancing our interdisciplinary field. The committee charged by Association-and made up of a diverse group of scholars-attempted impossible task of making a list, a kind of standard, which is definition of canon. Alas, their collection- always intended as historically bound, yet fluid, changing, and ultimately bound-fess-I shall refer to it as Canon 1.0-was no more satisfactory to some folks than a of people to be thanked in a speech at Oscars.In last issue of JCT, for example, Chandni Desai asks, Do we want something new or just repetition of 1492? Engaging with next moment in curriculum studies. Desai is strongly critical of Canon Project for being only within Euro-American thought, while knowledge of/from different civilizations are not included on list, nor are their perspectives of analysis and paradigms of reality (p. 157). However, it is noteworthy that Densai ironically does NOT acknowledge historical contextualization for this Canon listing; sorely lacking in this author's critique is a citing of criteria listed by Canon Committee, criteria that situate list directly within beginnings of curriculum field in U. S., writ large. An analysis of Canon 1.0 does indeed show a heavy presence of white guys, and further analysis allows me to form an opinion as to why this is so. While Canon committee paid attention to voices and narratives that ran counter to dominant privileged discourses, they also attempted represent field with works that were present within particular historical and introductory moments in and influences on field as a field. And field (U.S. curriculum studies) at that time was rooted in Western civilization perspectives and orientations. Thus, I am not sure we can represent old moment in contexts of next, or even present, moment*.Always acknowledging our histories of and as a field, most of us work to honor those antecendents, even as we now are demanding of one another that we decenter curriculum discourses to include counter narrative discourses, such as those collected here by He and Ross. For example, Canon 1.0 included very few alternate genres and modalities that might count (my word) as curriculum studies/theory. This might be because within historical scope that was to encompass, 1890-1970, nobody was calling for thinking about curriculum in ways that challenged dominant, positivist and Enlightenment assumptions and discourses. …" @default.
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• W2114552042 date "2012-09-01" @default.
• W2114552042 modified "2023-09-27" @default.
• W2114552042 title "A Brief Curriculum Commentary on Place" @default.
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