This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice.
The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy.
With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?
Author(s): Allan Michel Jales Coutinho
Series: Studies in Curriculum Theory Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 197
City: New York
Cover
Half Title
Series Page
Title Page
Copyright Page
Contents
Foreword
Acknowledgements
1. Introduction
2. Engaging in the complicated conversation of curriculum work in a post-reconceptualist era
2.1. Bifocalizing “Self” and “Work” as unfolding lexis, within and across contexts
2.2. Disrupting single thoughts
2.3. Confronting fears
2.4. Forging nexus
2.5. Fortifying nexus
2.6. Working across differences
2.6.1. Refusing denials
2.6.2. Talking with
2.7. Confronting dangers
3. A short autobiographical account about conscientização: Critically bifocalizing “self” and “work” to learn to become
4. Reconceptualizing the concept of “informed dialogue” in policy circles: Embracing curriculum “as lived”
4.1. Informed dialogue: perceiving curriculum (and everything else) as objects
4.1.1. The case of the school uniform
4.2. Complicated conversation: perceiving curriculum as subject
4.2.1. The case of schools’ cameras, doors, and soccer courts
4.2.1.1. School cameras
4.2.1.2. Schools’ doors
4.2.1.3. Schools’ soccer courts
4.3. A lingering note
5. Valorizing the autobiographical con(text) in curriculum work to learn to become
6. Conclusion
Index
