Call for Papers, Provoking Curriculm – “Curriculum Encounters”, Due: September 6, 2016

Posted on Updated on

Provoking Curriculum Call for Papers

“Curriculum Encounters”

February 17-19, 2017

Eighth Biennial Provoking Curriculum Conference

Faculty of Education, McGill University, Montreal, Canada

Co-sponsored by CACS (Canadian Association for Curriculum Studies)

 

Provoking Curriculum Call for Papers 2017 (PDF)

We welcome submissions to the upcoming Provoking Curriculum conference. While we invite any and all pieces that address your current work in curriculum studies, we especially invite submissions that speak to “Curriculum Encounters.”  We welcome proposals for: papers and panels; poetry, arts-informed, and performative pieces.

“Curriculum Encounters” attends to how curriculum, never politically neutral nor materially inert nor disembodied, is always ‘in the making.’ We understand ‘making curriculum’ as very different from the notion of curriculum as a “management category” preoccupied with making a “language of input and output within a production system” (Aoki, 2005, p. 271). Instead, we know that ‘making curriculum’ (as well as unmaking it) carries ethical charges, opening ourselves to encounters (past, present, future; expected and unexpected): (1) with a plurality of voices, beings and bodies, which are all in movement, (2) in spaces that may be disciplinary, interdisciplinary or transitional/in between), and that through our encounters (3) affective intensities may be produced, which can 4) inspire new ethical charges.

Therefore, the proposed theme includes the following (4) thematic strands: Plurality, Spaces, Intensities, and Charges.

 

(1) Plurality

Whose voices, beings or bodies need to be considered in our curriculum encounters? As Maxine Greene (and Hannah Arendt) remind us, plurality is “the condition of human action because we are all the same, that is, human, in such a way that nobody is ever the same as anyone else who ever lived, lives, or will live” (Greene, 1995, pp. 155-6).

(2) Spaces

What kinds of curricular spaces (e.g., disciplinary, interdisciplinary, transitional/in between, “places d’accueil”) can be created to be open to a plurality of voices, beings and/or bodies? In what kinds of spaces are curriculum boundaries made and unmade? By whom, where and why? How can such reconfigurations contribute to projects of curricular reconstruction (Pinar, 2011)?

(3) Intensities

Which curricular intensities will conduce to attuning and opening us to plurality and differences? What kinds will produce discomfort and provoke thinking? How can we become better attuned to the “affective discharges of the semiotic” (Lewkowich, 2015, p. 46) including instances “where the body takes over from … words” (Phillips in Lewkowich, 2015)?

(4) Charges

What kinds of curricular charges (e.g., responsibilities, commitments, projects, movements), might emerge from these intensities so as to catalyze consciousness and move us towards more “just and caring” classrooms and curricula (Greene, 1995, p. 167), ones that address such important contemporary issues as sustainability and wellbeing, and that can continually bring us back to the question: “What is the significance of inviting people to take up what really matters to them?” (Chambers, 1998, p. 17).

 

When submitting a proposal, include the following:

 

  • Name & e-mail address for each participant involved in the proposal
  • Institutional affiliation
  • Title of the presentation
  • 250-word abstract with a clear explanation of the presentation format

 

Please submit your proposals by September 6, 2016 to provokingcurriculummcgill@gmail.com.

 

The conference will open Friday evening with a plenary, with sessions running Saturday and Sunday, and concluding Sunday at 3:30 pm. We are anticipating publishing from the conference (e.g., journal issue; edited book): more news at the conference itself!

 

Thank you and we look forward to your submissions!

 

Provoking Curriculum Organizing Committee

Teresa Strong-Wilson (McGill) & Avril Aitken (Bishops), co-presidents of CACS, with Mindy Carter, Margaret Dobson, Christian Ehret, Lisa Starr, Paul Zanazanian (McGill), Sandra Chang-Kredl (Concordia) & McGill doctoral students Mitchell McLarnon, Shauna Rak, Abigail Shabtay, Layal Shuman, & Amarou Yoder; thank you to Shauna for permission to include the ‘provocative’ image included in this Call.

 

http://www.csse-scee.ca/cacs/news_item/provoking_curriculum_studies_2017

 

References

 

Aoki, T. (2005). In the midst of slippery theme-worlds: Living as designers of Japanese Canadian curriculum (1992). In W. Pinar and R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 263-77). Mahwah, NJ: Lawrence Erlbaum.

 

Chambers, C. (1998). On taking my own (love) medicine: Memory work in writing and pedagogy. Journal of Curriculum Theorizing, 14 (4), 14-20.

 

Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change.

San Francisco: Jossey-Bass.

 

Lewkowich, D. (2015). Reminders of the abject in teaching: Psychoanalytic notes on my

sweaty, pedagogical self. Emotion, Space and Society, 16, 41-47.

 

Pinar, W. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s