A Journey To Unlearn And Learn In Multicultural Education

Multicultural teacher education does not work without attending to the inner landscapes of learners. This collection of essays depicts a journey of unlearning deeply cherished assumptions, and gaining new, difficult understandings of race, ethnicity, gender, sexuality, class, and global issues in teacher education. Foregrounding learners' own voices and highlighting those intimate moments of awakening through a process-oriented and dialogic approach, this book, in its profoundly moving narrative and critically reflective voices, speaks directly to pre-service and in-service teachers and informs teacher educators' multicultural pedagogical theory and practice. Demonstrating the power of multicultural education through the learner's lens, this compelling and inspirational book is a much-needed text for undergraduate and graduate courses in teacher education, multicultural education, curriculum studies, and social foundations of education.

Assembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies.

The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

Creativity in the West is often perceived as “cutting edge” and “ground-breaking” in a singular act of giving birth to the new. However, to what degree has this model of breaking away from others and the world contributed to the current crisis in education, society, and ecology even before the tragic COVID-19 pandemic and responses to it? How can our reimagining of creativity contribute to the mutual flourishing of humanity and of relations between humans and the planet? Daoist creativity, based upon relationality and interdependence, has much to offer to today’s curriculum as a complicated conversation to sustain life and renew the world. Integrative, emergent, embodied, co-creative, and ecological, Daoist creativity has a built-in opening to difference through the organic relationality of Yin/Yang dynamics. This book focuses on one essential thread in Daoism—integrative creativity through organic relationality—and weaves its interplay with Western thought through multiple and intertwined dimensions of curriculum. Exploring Dao as dynamic and setting creative curriculum in motion, this book juxtaposes the notion of Wuwei and self-organization to conceptualize emergent classroom dynamics, and re-envisions the inner landscape of education through negotiating dialogues between the Jungian psyche and Daoist dynamics. Further, it explores gendered implications of Daoism to interact with feminism and formulates the pursuit of inner and outer peace through creative harmony to inform nonviolence curriculum. Synthesizing cross-cultural insights and wisdom, it provides an in-depth and intuitive understanding of the interactions between Daoist and Western creativity and elaborates a curriculum of integrative creativity for students, teachers, and their educational community. Let us all attend to the urgent call for individual and collective awakenings and for creativity that connects. Praise for Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity: "Hongyu Wang’s book on Daoism is a treasure. It is beautifully written and includes a diverse literature that demonstrates her impressive scholarship. She explores the relevance of Daoism’s ancient wisdom to many current issues including gender, nonviolence, peace education, as well as teaching and learning. This is an important addition to growing literature on Daoism. In a time of division we need Daoism’s cosmic perspective on how we can live peacefully and harmoniously on this earth." ~ Jack Miller The Ontario Institute for Studies in Education University of Toronto "One barrier to meaningful educational reform is our inability to imagine things differently. Wang’s study offers a set of lenses drawn from Chinese Daoism that could stimulate meaningful educational reform by envisioning a curriculum that moves beyond analytical reasoning toward more peaceful, humane, and ecologically sustainable ways of teaching, learning, and knowing. Along the way, Wang explores the links between Daoism and complexity theory and Daoism’s compatibilities and contrasts with aspects of Western philosophy, including recent scholarship on eco-feminism. Educators will be intrigued by this study of Daoism as a form of embodied curriculum that works toward the development of authentic personhood and transformative interconnectedness through an emphasis on lived experience in tandem with intellectual developmentand they will be inspired to examine and rethink their current practice." ~ Gay Garland Reed Professor Emerita, University of Hawaii "Honyu Wang’s book offers us a solution for nowadays crises like social and ecological ones, by pointing out that the integrative creativity and curriculum is the key...Her ideas are accessible and can enrich our perspective as educationists. The novelty and uniqueness of the book is that it makes a bridge between Western culture and East culture, between past and present and it is also a bridge from today to the future of the entire Earth." ~ Maria Butucea, Teacher Training Department, Technical University of Civil Engineering, Bucharest

The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one’s own standard can be a way of making one’s life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children’s own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers’ and parents’ culpability not only in exercising but also in reproducing these practices through themselves. Going beyond describing and analysing the educational problem of academic (intellectual) achievement-oriented education based on aggressive competition, this book suggests ways to address these issues through autobiography (using the method of currere to reconstruct one’s subjectivity) and an ethic of care.

In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors’ experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.

This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field. It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.

This book uses a nine-year experience of teaching world mythology to art students in order to discuss why and how such ancient stories provide significance today. Myth’s weird images and metaphors recall Wyrd (Word), the goddess of the cauldron. Students can be guided into the cauldron of mythic language to feel the stirring of new awareness of what it really means to be human. Psychologically, myth offers insights into family relations, memory, imagination, and otherness. Ecological insights from myth teach the connection among human-animal-plant relations and the organicism of all life forms. Cosmological insights from myth surprisingly echo findings in new science, with its emphasis on quantum mechanics, force fields, black holes, subatomic particles, chaos, and the possibilities of time travel. Two areas often considered completely opposite -- myth and science—actually reflect one another, since both propose theories, albeit in different ways. Myth cannot be laughed away as “mere” fabula, since, like science and psychology, it has long explored adventures into unseen, unknown worlds that yield necessary knowledge about the place of humans in the scheme of things big and small. The “more” of myth will be of interest to teachers and students of curriculum studies, to those seeking to go beyond Oedipus and Gutenberg, and to readers who know that all forms of life (including fingernails and rocks) are wondrous, diverse, alive, capable, purposive, and necessary.