Thinking/Teaching in Multiple Tongues: The Interdisciplinary Imagination

E. Lisa Panayotidis

Abstract


 

In this interpretive paper I reflect upon my experience of working on a pedagogical initiative several years back to cultivate in secondary fine art students predispositions and attunements in the teaching of  "second teachables." Beginning with the concept of fear I outline my and my students' pursuit to interpret and understand more deeply the strict and bounded nature of disciplinary subject areas and the imaginative and creative potential of interdisciplianarity. Captured by an incidental but evocative reference to multiple tongues, I describe the

unanticipated places we found ourselves as we followed the historical, cultural and contemporary sense-making around multiple tongues. I consider what this might mean for our work in teacher education and our continued striving to have us think differently about curriculum and its always malleable borders.


Full Text:

PDF



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