Digital Reading Room 2.0 -- EDST 645: Curriculum: Provoking Inquiry (Rev. 3)

EDST 645: Curriculum: Provoking Inquiry (Rev. 3) Report a Broken Link

Weeks 1 & 2 Readings

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65–72.

Pinar, W. F. (2005). The problem with curriculum and pedagogy. Journal of Curriculum and Pedagogy, 2(1), 67–82.

Pinar, W. F., Ogden, H., & Bolden, B. (2020). Chapter 5: Currere. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou, Key concepts in curriculum studies: Perspectives on the fundamentals. Routledge.

Meijers, F. (2013). Monologue to dialogue: Education in the 21st century: Introduction to the special issue. International Journal for Dialogical Science, 7(1), 1–10.

Worku, M. Y. (2023). The crisis and renaissance of curriculum studies: A reflection on the positions of Wraga and Hlebowitsh. Bahir Dar Journal of Education, 17(1).

Paraskeva, J. M. (2017). Chapter 4: Against the epistemicide. Itinerant curriculum theory and the reiteration of an epistemology of liberation. In M. Uljens & R. M. Ylimaki (Eds.), Bridging educational leadership, curriculum theory and didaktik: Non-affirmative theory of education, Educational Governance Research 5 (pp. 199–213). Springer Open.

Weeks 3 & 4 Readings

Dewey, J. (1897, January). My pedagogic creed. School Journal, 54(3), 77–80.

Donald, D. (2012). Forts, curriculum, and ethical relationality. In N. Ng-A-Fook, J. Rottman, & J. Rottman (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives (pp. 39–46). Palgrave MacMillan.

Chambers, C. (2012). We are all treaty people: The contemporary countenance of Canadian curriculum studies. In N. Ng-A-Fook, J. Rottman, & J. Rottman (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives (pp. 23–38). Palgrave Macmillan.

Johnson, I., & Richardson, G. (2012). Homi Bhabha and Canadian curriculum studies: Beyond the comforts of the dialectic. Journal of the Canadian Association for Curriculum Studies, 10(1), 115–137.

Kanu, Y., & Glor, M. (2006). “Currere” to the rescue? Teachers as “amateur intellectuals” in a knowledge society. Journal of the Canadian Association for Curriculum Studies, 4(2), 101–122.

Weeks 5 & 6 Readings

Orner, M. (1992). Chapter 5: Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In Gore, J., & Luke, C. (Eds.), Feminisms and critical pedagogy (pp. 74–89). Routledge.

Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325.

Lewis, M. (1990). Interrupting patriarchy: Politics, resistance and transformation in the feminist classroom. Harvard Educational Review, 60(4), 467–488.

Weeks 7 & 8 Reading

Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place. Journal of the Canadian Association for Curriculum Studies, 6(2), 113–128.

Week 9 Reading

Vdovichena, O., Tkachuk, S., Zhuzhukina, N., & Lukianykhina, O. (2022). The use of information in the world economy: Globalization trends. Futurity: Economics & Law, 2(4), 4–18.

Kabanda, M. N. (2021). Globalization and curriculum in the 21st century: A case for flexible and dynamic curriculum. Asian Journal of Interdisciplinary Research, 4(3), 18–29.

Baldwin, R. E. (2013). Chapter 1: Global supply chains: Why they emerged, why they matter, and where they are going. In Deborah K. Elms & Patrick Low (Eds.), Global value chains in a changing world (pp. 13–59). World Trade Organization, Fung Global Institute, Temasek Foundation Centre for Trade & Negotiations.

Baldwin, R. E. (2018). Chapter 4: A three-cascading-constraints view of globalization. The great convergence: Information technology and the new globalization (pp. 113–141). Harvard University Press.

Week 10 Readings

Nussbaum, M. C. (2012). The silent crisis. In Not for profit: Why democracy needs the humanities (pp. 1–11). Princeton University Press.

Lin, J. (2016). What is education for? A discussion of Nussbaum’s Not for profit: Why democracy needs the humanities. Education and Urban Society, 48(8), 767–779.

Weeks 11 & 12 Readings

Chinnery, R. M. (2016). Idioms of an ecological self. Journal of Integrated Studies, 9(1), 1–20.

Chinnery’s paper shows how what we learn can be integrated in creative, felt, and embodied ways without losing any of its intellectual rigour. It might inspire you as you embark on your paper for this course.

Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123–140.

Farley, L. (2015). The “human problem” in educational research: Notes from the psychoanalytic archive. Curriculum Inquiry, 45(5), 437–454.

Lewkowich, D. (2015). Concealments and revealments of metaphor, love, and aggression: Psychoanalytic notes on the emotional life of teacher education. Journal of Curriculum and Pedagogy, 12(3), 223–240.

Plumb, D. (2014). Emotions and human concern: Adult education and the philosophical thought of Martha Nussbaum. Studies in the Education of Adults, 46(2), 145–162.

Winters, A., Meijers, F., Harlaar, M., Strik, A., Baert, H., & Kuijpers, M. (2013). The narrative quality of career conversations in vocational education. Journal of Constructivist Psychology, 26(2), 115–126.

Giroux, H. A. (2016). Dialectics and the development of curriculum theory. Counterpoints, 491, 159–176.

Sosa-Provencio, M. A. (2018). “Curriculum of the Mestiza/o body”: Living and learning through a corporal landscape of resistance and (re)generation. Diaspora, Indigenous, and Minority Education, 12(2), 95–107.

Week 14 Reading

Medina, C. L., Perry, M., Lee, B. K., & Deliman, A. (2021.) Reading with drama: Relations between texts, readers and experiences. Literacy, 55(2), 136–144. Wiley Online Library.

Week 15 Readings

Aksakallı, A., & Salar, R. (2023). Teachers’ beliefs on education revealed within the framework of power–knowledge relations by Michel Foucault. Educational Academic Research (formerly Atatürk University Journal of Kazım Karabekir Education Faculty), (50), 1–13.

Aksakallı, A., & Salar, R. (2024). An Althusserian perspective on teachers’ educational beliefs: Changes in the physical appearance of schools as ideological apparatuses. Education Reform Journal, 9(2), 41–65.