Auto/Ethno/Graphic Bricolage as Embodied Inter/Culturalism: Dis/Locating Stories of Becoming in Encounters With the Other

Diane Patricia Watt

Abstract


This provocation emerges from my experience of a recent flight home from the Middle East. As our plane soars over the Persian Gulf and Iraq I stare out the window at the human and physical landscapes below. A flood of memories of lived experiences in Iran and other countries in this region soon overwhelms me – a disturbing tangle of personal stories and public histories that call into question my teaching and academic work. Dwelling in the tension-filled spaces between the writing woman and the written woman, I juxtapose texts, images, and academic theory to trouble the preponderance of binary language circulating in the mass media that closes down possibilities for inter/cultural relations both locally and globally. This auto/ethno/graphic bricolage draws upon post-reconceptualist theorizing to engage the im/possibilities of an embodied inter/culturalism as curriculum of hope, toward expanding the multicultural imagination.

Full Text:

watt.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