Curriculum Intertext addresses the spaces between – between disciplines, between different theoretical perspectives, and between getting there/being there and living in current curricular discourse and practice. It is an invitation to curricular scholars to be at home in displacement, to imagine the possibilities of curricular languages that open onto meadowland spaces and mountain terrain spaces, and borderland spaces and in-between coulee spaces. It attends to the physicality and specificity of place and to the ambiguity of the many locations of an evolving curricular discourse. This book articulates the needs of graduate students and instructors in curriculum courses to gain a better understanding of current thinking and research regarding place, language, and pedagogy.
Curriculum Intertext encourages each of us to venture across and between, into new lines and spaces, and to search for the poetic, the narrative, and other vital signifiers of curriculum theory, praxis, and research.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2003. XXI, 302 pp., num. ill.
Contents: David Geoffrey Smith: Preface: Some Thoughts on Living In-Between – Wanda Hurren/Erika Hasebe-Ludt: Invitation to
the Intertext – Ted T. Aoki: Locating Living Pedagogy in Teacher «Research»: Five Metonymic Moments – Karen Meyer: (In)Different
Spaces: Re-imagining Pedagogy in the Academy – Sannie Yuet-San Tang: Generative Interplay of/in Language(s) and Culture(s)
Midst Curriculum Spaces – Constance Blomgren: Terra Incognita – David W. Jardine/Sharon Friesen/Patricia Clifford: «Behind
Every Jewel Are Three Thousand Sweating Horses»: Meditations on the Ontology of Mathematics and Mathematics Education – Jeannette
Scott MacArthur: In the Space Between the Threads: Reweaving the Yarns of Ethical Research – Marylin Low: Radical Contingencies
in the Words of a Student: (Dis)placing, (Re)marking, Languaging – Kathy Nolan: conSCIENCEness Land(e)scapes – Patrick Verriour:
Stories of an Itinerant Wayfarer: Narrative in the Space of Healing – Bruce David Russell: Reaching Haiku’s Pedagogical Nature
– Cynthia Chambers: On Being a Disciple of Memoir – Wanda Hurren: Auto´•geo´•carto´•graphia´: (A Curricular Collage) – Antoinette
Oberg: Paying Attention and Not Knowing – Carl Leggo: Backyard Questions Written in Stone and Water: Alchemic Possibilities
in the Space of the Heart – Erika Hasebe-Ludt: By the Oldman River I Remembered – Leah Fowler: Narrative Plains of Pedagogy:
A Curriculum of Difficulty – Lynn Fels: Performance, Place, and Possibility: Curricular Landscapes, Curricular Songs – Aristides
Gazetas: Cultural Politics, Film Narratives, and Adult Education: Changing Identities in a Postmodern World – Tasha Henry:
Teaching Tracks – David Blades: The Pedagogy of Technological Replacement – Ingrid Johnston: Reading and Resisting Silent
Spaces of Whiteness in School Literature – Michelle Bertie-Holthe: Hiding in Plain Sight – Renee Norman: Whispers among Places:
Teaching and Writing In-Between Past, Present, Future – Patricia Palulis: Uncanny Demarcations: Metonymic Writing as/in a
Doubled Gesture – Patricia Sorensen: The Third Space of Ambivalent Construction – William F. Pinar: «High Volume Traffic in
the Intertext»: After Words.