Resistance, Creativity, and Innovation in the 21st Century: Transforming Curriculum for Educational Equity

Suniti Sharma

Abstract


Resistance, Creativity, and Innovation in the 21st Century: Transforming Curriculum for Educational Equity According to policy research, building upon 21st century skills of creativity and innovation in navigating the complexity of an ever changing world will keep the US on the cutting edge of global competition. Using autobiographical theory of curriculum, this article looks at the literary works of girls behind bars and how they resist convention, think outside the box, and envision innovative curricula for educational equity. Participants in the study are girls behind bars aged 15-19 years, and data consists of their autobiographical poems. Findings indicate girls behind bars respond creatively with new ideas and skills to address social and academic marginalization that demand rethinking of how we as educators, curriculum developers, and policy makers understand, organize and implement school and curriculum knowledge and practices.

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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.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
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ISSN: 1942-2563