Journal of Curriculum Theorizing

JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

Vol 29, No 2 (2013): Special Issue: Justice Work In and Outside of Schools

Special Issue - Justice Work In and Outside Schools

Cover Art (The Moon) courtesy of Damon Locks

Table of Contents

Introduction

Introduction Quinn&Meiners.PDF
Therese Quinn, Erica R. Meiners

Mobilizations and Interventions

Learning in Social Action: Students of Color and the Québec Student Movement Palacios&etal.PDF
Lena Palacios, Rosalind Hampton, Ilyan Ferrer, Elma Moses, Edward Oh Jin Lee
Chain Reaction: A Youth-driven, Multimedia Storytelling Project Promoting Alternatives to Calling the Police Brewster&Hereth.PDF
Sarah Brewster, Jane Hereth
A Finnish Intervention: Translating “To Teach: The Journey in Comics” by Bill Ayers Vaino&Jauhiainen.PDF
Anni Vainio, Antti Jauhiainen
The Public Pedagogy of Student Activists in Chile: What Have We Learned From the Penguins’ Revolution? OMalley&Nelson.PDF
Michael P. O'Malley, Sarah Nelson
Organizing Against the Neo-Liberal Privatization of Education In South Los Angeles: Reflections On the Transformative Potential of Grassroots Research Zavala.PDF
Miguel Zavala
Tipping Points: Marginality, Misogyny and Videogames Jensen&deCastell.PDF
Jennifer Jenson, Suzanne de Castell

Renderings

The Beauty of Transformation: Becoming a Cultural Organizer Kuttner.PDF
Paul J. Kuttner
Ride or Get Rode On: Battling for the Soul of Public Education Fujiyoshi.PDF
Kay Fumiko Fujiyoshi
Justice Work In and Out of Justice Itself Sonu.PDF
Debbie Sonu
"You Must Accept Them and Accept Them With Love"--The Privileged Elite and the Struggle for Educational Justice Shalaby.PDF
Carla Shalaby
“Existing and existing in your face”: Hiram Ruiz and the Pedagogy of Gay Liberation Front in Tallahassee, Florida, 1970-71 Clawson.PDF
Jess Clawson
Life in the Undercommons: Sustaining Justice-work Post Disillusionment SmithDyke&Hermes.PDF
Chelda Smith, Erin Dyke, Mary Hermes

Inquiries

“Why Don’t We Learn Like this in School?” One Participatory Action Research Collective’s Framework for Developing Policy Thinking Zaal&Ayala.PDF
Mayida Zaal, Jennifer Ayala
Shadows and light: Pursuing gender justice through students’ photovoice projects of the washroom space Ingrey.PDF
Jennifer Ingrey
Moving Beyond Slogans: Possibilities for a More Connected and Humanizing “Counter-recruitment” Pedagogy in Highly Militarized Urban Schools Abajian&Guzman.PDF
Suzie M. Abajian, Maricela Guzman
The “Gutting” of Grutter: White Racial Innocence and Post-racialism in the Abigail Fisher v. University of Texas Austin Oral Arguments Acholonu.PDF
Ikena Acholonu

Roundtables

Cultivating Citizenship as Feeling: A Conversation with Three Digital Alchemists Jillian Ford, in Conversation with L’Erin Alta-Devki, Moya Bailey, and Alexis Pauline Gumbs Ford.PDF
Jillian Ford
Occupy Museums as Public Pedagogy and Justice Work BerryEtAl.PDF
Tal Berry, Noah Fischer, Alyssa Greenberg, Arthur Polendo

Considerations

More than Precious Knowledge: A Critical Review of Precious Knowledge Wun.PDF
Connie Wun
Shape of the Wound: Restorative Justice in Potential Spaces A Review of “Opening the Black Box: The Charge is Torture” (Exhibition, Sullivan Galleries, The School of the Art Institute of Chicago, 2012) Harper.PDF
Rachel L.S. Harper
Lessons from The Leather Archives and Museum: On The Promises of BDSM Greteman.PDF
Adam j. Greteman
An Experiment in ‘Radical’ Pedagogy and Study: On the Subtle Infiltrations of ‘Normal’ Education Dyke&Meyerhoff.PDF
Erin Dyke, Eli Meyerhoff



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563