Life. Frayed.

Jackie Seidel

Abstract


Through stream-of-consciousness poetic inquiry, Seidel attempts to capture the experience of a violent body/brain crash on ice that suddenly fractured her life. She chronicals the recovery from traumatic brain injury, moving through the medical system, the frustrations and confusions of being labelled, tested, reduced to fragments, and the challenges of returning to work different and differently. The paper concludes with a reflection on what her experience of vulnerability and fragility might mean for thinking about radical diversity in teaching and learning, and for the field of curriculum studies.


Keywords


Dis/Ability; Curriculum

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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