Provoking Curriculum Studies

Provoking Curriculum Studies : Strong Poetry and Arts of the Possible in Education

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Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies-conceptualizing scholars as poets and the potential of the poetic in education-it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses-those areas of knowledge that are left over, unaddressed by `mainstream' curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.
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Product details

  • Paperback | 284 pages
  • 152 x 229 x 27mm | 431g
  • London, United Kingdom
  • English
  • 4 Illustrations, black and white
  • 1138827754
  • 9781138827752

Table of contents

Foreword by Judith Robertson

Introduction by Awad Ibrahim, Nicholas Ng-A-Fook, Giuliano Reis


Introduction by Nicholas Ng-A-Fook

Chapter 1: The Curriculum of Wonder: Poetry as Play, Prophecy, & Pedagogy by Carl Leggo

Chapter 2: Poetic osmosis: revealing the fluid edges of community through poetic representation in a narrative inquiry of curriculum making and community by C.L. Clarke & M. Shaun Murphy,

Chapter 3: The poetics of relationship: thinking through personal pedagogy across time using narrative inquiry and poetic inquiry by John J. Guiney Yallop & Carmen Shield

Chapter 4: The strong poets as unconscious mentor metaphors by Sean Wiebe


Introduction by Giuliano Reis

Chapter 5: Minority by Jenna Tenn-Yuk

Chapter 6: The Strong Poetry of Won Alexander Cumyow: Rethinking Solidarity across Time and Place by Timothy J. Stanley

Chapter 7: Trackin' The Arab Uprisings: Battlin' the imperial production of death in the post 9/11 world through Arab hip hop by Chandni Desai

Chapter 8: Provoking digital common sense: Reddit, racialized language and the final vocabulary of race by Bryan Smith


Introduction by Awad Ibrahim

Chapter 9: Copying and creativity: on the strong poetry of psychoanalysis by Lisa Farley

Chapter 10: "And yet": storying complexity in teacher narratives by Amarou Yoder & Teresa Strong-Wilson

Chapter 11: Digital Dreamwork: Becoming Teachers' Stories of Trauma by Avril Aitken & Linda Radford

Chapter 12: The reader's read and the dreamer's dream: fringing the unconscious by David Lewkowich

Chapter 13: Un/bearable witnessing: sex scandal, historical trauma, and literature of historical witness in Monsieur Lazhar by Jane Griffith & Cristyne Hebert

Chapter 14: Mindfully Changing the Metaphors by Which we Live: The Fox and the Lotus Flower by Rebecca Lloyd & Vanessa Hermans


Introduction by Nicholas Ng-A-Fook & Giuliano Reis,

Chapter 15: Our problem lies in our thinking by William E. Doll Jr.

Chapter 16: From vigour to rigour: tensionality and Ontario's unbalanced curriculum, 1963 - 2013 by Kurt Clausen

Chapter 17: Pedagogically succeeding in life: executing a consequently unprepared program by Douglas D. Karrow

Chapter 18: A dissertation / not a dissertation: Working the tensioned spaces of Aokian discourse by Diane P. Watt

Chapter 19: On the Pedagogy of a Folded Napkin: Lessons of Delight from the observation of Children by Scott Hughes

Chapter 20: Living `a' life as Strong Poets by Nikki Rotas

About the Editors and Contributors

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About Nicholas Ng-a-fook

Nicholas Ng-A-Fook is Associate Professor of Curriculum Studies at the Faculty of Education, University of Ottawa, Canada.

Awad Ibrahim is a Professor of Curriculum Studies in the Faculty of Education, University of Ottawa, Canada.

Giuliano Reis is Associate Professor of Science Education at the Faculty of Education, University of Ottawa, Canada.
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