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Field-Rothschild, Katherine – Journal of Curriculum and Pedagogy, 2019
This article offers a theoretically based solution to faculty hesitation to engage in difficult dialogs on a campus in crisis. Using the constructs of Ratcliffe's language of rhetorical listening through the lens of Freire's interactive educational framework from the stance of second-wave whiteness studies, this paper argues that instructors can…
Descriptors: Social Justice, Rhetoric, Ethics, Activism
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Spencer, Leland G.; Kulbaga, Theresa A. – Journal of Curriculum and Pedagogy, 2018
The fierce public and scholarly debate over trigger warnings in university classrooms has often characterized the issue as one of academic freedom and ignored the social justice arguments for trigger warnings. In this essay, we argue that trigger warnings expand academic speech by engaging students more fully in their own learning. Specifically,…
Descriptors: College Students, Social Justice, Emotional Response, Student Reaction
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Greteman, Adam J. – Journal of Curriculum and Pedagogy, 2017
In this article, the author seeks to assemble moments--scholarly, popular, and aesthetic--in order to explore the possibilities that emerge as moments collect in education's encounters with the needs, struggles, and possibilities of transgender lives and practices. Assembling moments, the author argues, illustrates the value of "moments"…
Descriptors: Social Bias, Social Attitudes, Gender Issues, Sexual Identity
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Zembylas, Michalinos – Journal of Curriculum and Pedagogy, 2017
This article draws on the conceptualization of love as ethico-political practice and a nonidentitarian strategy for political communities to present possibilities for thinking pedagogically about what the late Moroccan writer and philosopher Abdelkebir Khatibi called "aimance". Khatibis's constructed term for affinity, affection,…
Descriptors: Social Change, Intimacy, Politics of Education, Ethics
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Agosto, Vonzell; Kyobe, Charles; Elam, Donna – Journal of Curriculum and Pedagogy, 2017
Geographic place and socio-political space are salient in struggles for justice in education. Social geography provides a frame for discussing the relationship between names of schools and narratives of race, place, and justice (racial and spatial) in the US South. Featured herein is an illustrative case of how a school named after an African…
Descriptors: Place Based Education, Human Geography, Educational History, Local History
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Passero, Angela C.; Jones, Roderick J. – Journal of Curriculum and Pedagogy, 2016
This article provides an example of personal reflection and creative expression as a process of sense-making and of questioning how the authors appropriate and negotiate education reform policies. The authors illustrate a form of artistic activism that conflates metaphorical storytelling, scholarly literature, and personal reflections on our roles…
Descriptors: Social Justice, Educational Policy, Educational Change, Activism
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Smith, Bryan – Journal of Curriculum and Pedagogy, 2016
The current generation of students live and learn within a pedagogical milieu saturated by digital technologies. Curriculum scholars have not ignored this, theorizing and critiquing the ways that technology both affords and limits opportunities for students. Notably absent from this conversation, however, is a consideration of how the technologies…
Descriptors: Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices
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Kim, Jung; Pulido, Isaura – Journal of Curriculum and Pedagogy, 2015
Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators' deep understanding of students' cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for…
Descriptors: Popular Culture, Culturally Relevant Education, Music, Urban Areas
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Stemhagen, Kurt; Reich, Gabriel A.; Muth, William – Journal of Curriculum and Pedagogy, 2014
This is a brief reply to Malewski's response to our article, "Disciplined Judgment: Toward a Reasonably Constrained Constructivism." There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported…
Descriptors: Constructivism (Learning), Social Justice, Models, Criticism
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Lukasik, Jason Michael – Journal of Curriculum and Pedagogy, 2013
In this article the author examines how we might imagine justice across specied and man-made divisions. Taking into account how we are enclosed by our own social and institutional constructions, through this short story the author explores the nuances of critical inquiry, captivity, and our ecological fate.
Descriptors: Social Justice, Figurative Language, Animals, Inquiry