Aesthetics, Community, and the Politics of Place
Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system.
Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.
What began as a conversation about urban education, spaces and commu- nities at a hotel lobby became a year-long endeavor to discover who we were as individuals undertaking this approach to space and curriculum. In that year, we have relied on the ideas, patience, and support of many people who believed that our work would find a voice and audience within the academic public. David M. Callejo Pérez wishes to thank Peter Lang Publishing and their staff for their vision in seeing the value of our work. I would also like to thank William Pinar for welcoming our book into the Complicated Conversation Series. And of course, to two great co-authors, Donna and Bill, and their partnership in this book. I would also like to express gratitude to my mentor and friend, Stephen M. Fain, for his contin- ued support and wisdom. Additionally, Donald Bachand at Saginaw Valley State University for his investment in conversations about this and many other topics. As in my life, this project has benefited and grown immeasur- ably from the understandings offered by my amazing wife, Emily Callejo, whose vision is on display in the cover, and two enchanting daughters, Icie and Annie, who remind me of my role and purpose. Last, as always, I thank my parents, Jose and Barbara, who encouraged and sacrificed for me to thrive. viii curriculum as spaces I would like to thank my wonderful colleagues, William and David, with whom I have enjoyed the conversations and challenges regarding...
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