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Curriculum as Spaces

Aesthetics, Community, and the Politics of Place


David M. Callejo Pérez, Donna Adair Breault and William White

This book has won the «O.L. Davis, Jr. Outstanding Book Award» 2015 from the American Association for Teaching and Curriculum (AATC)

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.


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Chapter 5: Urban Spaces


· 5 · urban spaces Introduction What we hope to convey in this chapter is that muddy conceptual founda- tions prevent eclecticism in research and the framing of problems for thinking about the stewardship of higher education that should be driving research and outreach (Bennett et al., 2012). In response to this problem we propose a con- ceptual framework of stewardship in higher education for educational research that moves beyond location and focuses on the historical-spatial identity of the institution (Callejo et al., 2004). We propose a conceptual approach to place, to recreate a sense of hope of what urban communities and reforms will look like for communities and their stakeholders, while allowing the change to both remain grounded in its mission and adjust to the changing nature of the economy and politics. Essential to the spirit of this work is how communities can move beyond the rhetoric of stewardship to actual practice through the changing of what counts as innovation, schooling, and place. We need to envision, create, and sustain multiple organizational spaces in which institutions recognize their relationships with their communities and explore possibilities within and among themselves. We must develop a comprehensive system of professional 68 curriculum as spaces support, through the development of operational spaces to help communities focus on the more human nature of their work and thus positively impact change that promotes innovation, within a culture of transparency that pro- motes effective operation and governance that supports community develop- ment. Within this space all stakeholders have...

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