The Poetics of Difference, Emergence, and Relationality
4. The Gifts and Works of the Body
“To resignify the body as a site of knowing is to claim women as knowers.”
(Hendry, 2011, p. 66)
“In folk tales the gift is often something seemingly worthless— ashes or coals or leavesor straw —but when the puzzled recipient carries it to his doorstep, he finds it turnedto gold.
In such tales the mere motion of the gift across the boundary from the world of thedonor … to the doorsill of the recipient is sufficient to transmute it from dross to gold.”(Hyde, 1979, p. 56–57)
The first question I encountered as a student of curriculum is perhaps the most central question that curriculum seeks to answer: “what is of most worth?” If curriculum is the point of orientation for the formal and informal educative process, then the question “what is of most worth?” is undeniably a question of values, worldviews, beliefs and desires. Pinar (2012) suggests that curriculum is “what we choose to remember about our past, what we believe about the present, what we hope for the future” (p. 30). Within this temporal and ←91 | 92→value-laden context, curriculum examines our orienting beliefs and wrestles with the various answers that have developed through time and history, examining how educators and theorists have shaped the curriculum to their ideas about what it “mean[s] to live a god life and how can a just society be created” (Schubert, 1986, p. 423, as cited in McKernan, 2008, p. 4).
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.