From the Shadows of History: Archives, Educational Research, and Imaginative Possibilities

Abraham P. DeLeon

Abstract


"All power to the imagination!" This popular anarchist phrase pushes us to re-examine radical politics through the imagination and its potential role for curriculum studies and educational theory. The imagination serves an important role in creating alternative realities, forcing us to step outside current epistemological boundaries. Archival research may be able to capture how the imagination has arisen historically. Specifically, the author engages "Project Y", an autonomous, artistic, scholarly, imaginative, and spontaneous space for youth during HemisFair'68, the Worlds' Fair held in San Antonio, Texas in 1968. A utopian space was envisioned that gave young people an opportunity to produce artistic work that celebrated originality, inclusion, and self-determination. Project Y forces curriculum theorists and educational scholars to engage archival research, exploring past events that may help us understand contemporary social problems. Through our collective imaginations, scholars can explore possibilities that may not be available under current social, political, environmental and economic realities.


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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.

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ISSN: 1942-2563