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Informationen zum Autor Nicholas Ng-A-Fook is Associate Professor of Curriculum Studies at the Faculty of Education, University of Ottawa, Canada. Awad Ibrahim is a Professor of Curriculum Studies in the Faculty of Education, University of Ottawa, Canada. Giuliano Reis is Associate Professor of Science Education at the Faculty of Education, University of Ottawa, Canada. Klappentext Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies-conceptualizing scholars as poets and the potential of the poetic in education-it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses-those areas of knowledge that are left over, unaddressed by 'mainstream' curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more. Zusammenfassung Conceptualizing scholars as poets and the potential of the poetic in education, this volume explores theoretical and methodological innovations taking place within curriculum studies research at the intersection of the arts, social theory, and curriculum studies. Inhaltsverzeichnis Foreword by Judith Robertson Introduction by Awad Ibrahim, Nicholas Ng-A-Fook, Giuliano Reis PART I: THINKING THROUGH THE POETIC Introduction by Nicholas Ng-A-Fook Chapter 1: The Curriculum of Wonder: Poetry as Play, Prophecy, & Pedagogy by Carl Leggo Chapter 2: Poetic osmosis: revealing the fluid edges of community through poetic representation in a narrative inquiry of curriculum making and community by C.L. Clarke & M. Shaun Murphy, Chapter 3: The poetics of relationship: thinking through personal pedagogy across time using narrative inquiry and poetic inquiry by John J. Guiney Yallop & Carmen Shield Chapter 4: The strong poets as unconscious mentor metaphors by Sean Wiebe PART II: TRAUMATIZING MOMENTS IN EDUCATION: THE PAINFULLY UNDESIRED Introduction by Giuliano Reis Chapter 5: Minority by Jenna Tenn-Yuk Chapter 6: The Strong Poetry of Won Alexander Cumyow: Rethinking Solidarity across Time and Place by Timothy J. Stanley Chapter 7: Trackin’ The Arab Uprisings: Battlin’ the imperial production of death in the post 9/11 world through Arab hip hop by Chandni Desai Chapter 8: Provoking digital common sense: Reddit, racialized language and the final vocabulary of race by Bryan Smith PART III: NARRATING THE STRONG POETRY OF THE UNCONSCIOUS Introduction by Awad Ibrahim Chapter 9: Copying and creativity: on the strong poetry of psychoanalysis by Lisa Farley Chapter 10: "And yet": storying complexity in teacher narratives by Amarou Yoder & Teresa Strong-Wilson Chapter 11: Digital Dreamwork: Becoming Teachers’ Stories of Trauma by Avril Aitken & Linda Radford Chapter 12: The reader’s read and the dreamer’s dream: fringing the unconscious by David Lewkowich Chapter 13: Un/bearable witnessing: sex scandal, historical trauma, and literature of historical witness in Monsieu...
