(Un)building the Wall: Reinventing Ourselves as Others in the Post-truth Era

Rouhollah Aghasaleh

Abstract


This prologue sets the stage for nine articles from a variety of disciplines, as well as theoretical and methodological approaches, that discuss curriculum theorizing in post-truth era.  This is about coming out: about being, doing, and becoming uncomfortable; reflecting the space-time-mattering (Barad, 2011) in which we live.  In November 2016, I proposed five panels to the Thirteenth International Congress of Qualitative Inquiry Annual in light (or shade) of the 2016 U.S. Presidential election.  In the panels, more than 20 educational scholars and activists shared their papers and discussed issues of educational policy, teaching, curriculum studies, educational research, and multicultural education in the post-election times.  The significance of the topic urged us to do more with and about it.  This special issue is another attempt to address the current conditions of post-truth in curriculum theorizing.


Keywords


post-truth, curriculum theorizing, Other, alternate reality

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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