Why Do Our Critical Curricular-Pedagogical Praxes Feel Empowering? A Broad Array of Decolonial Criticalities in Aztlán, Gran México.
Abstract
The purpose of our panel on critical curriculum theory is to answer the question: Why do our collective critical pedagogies feel empowering? Acknowledging the multivariegated development of critical and curriculum theory, this essay documents the emergence of a specific, US-based and Anglophone instantiation of critical curriculum theory in the late 1970s that became one notable alternative to hegemonic curriculum management in the 1980s. Narrativizing its horizon of intelligibily within the new left intellectual style, we trace US-based and Anglophone critical curriculum theory’s precursors of the 1960s and 80s, review critical curriculum theory’s ascendence and proliferation, and emphasize its necessary shattering via Liz Ellsworth’s postructuralist feminist critique. Emphasizing the Ellsworthian critique and critical curriculum theory’s shattered fragments, we seek to re-articulate a broad array of critical curricular-pedagogical praxes the conjugate with dispossessed curriculum development knowledge for new work in situ. Specifically not an “origins” tied to critical and curriculum theory, we review three examples critical curricular-pedagogical praxes situated in Gran México, Aztlán theorized via Gloria Anzaldúa, among others. In our discussion and conclusion, we seek to outline a de-centered, deterritorialized, and pluriversal notion of critical-pedagogical praxes that seeks to re-invent the “critical” in critical curriculum theory while recognizing contributions of the US field.
Presentation Description
.
Location
Room 106
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Jupp, Jim; Montoya, Amy; Caddel, Cecile; Garza, Raul; Badenhorst, Pauli; and Jewett, Laura, "Why Do Our Critical Curricular-Pedagogical Praxes Feel Empowering?
A Broad Array of Decolonial Criticalities in Aztlán, Gran México." (2022). Curriculum Studies Summer Collaborative. 51.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/51
Why Do Our Critical Curricular-Pedagogical Praxes Feel Empowering? A Broad Array of Decolonial Criticalities in Aztlán, Gran México.
Room 106
The purpose of our panel on critical curriculum theory is to answer the question: Why do our collective critical pedagogies feel empowering? Acknowledging the multivariegated development of critical and curriculum theory, this essay documents the emergence of a specific, US-based and Anglophone instantiation of critical curriculum theory in the late 1970s that became one notable alternative to hegemonic curriculum management in the 1980s. Narrativizing its horizon of intelligibily within the new left intellectual style, we trace US-based and Anglophone critical curriculum theory’s precursors of the 1960s and 80s, review critical curriculum theory’s ascendence and proliferation, and emphasize its necessary shattering via Liz Ellsworth’s postructuralist feminist critique. Emphasizing the Ellsworthian critique and critical curriculum theory’s shattered fragments, we seek to re-articulate a broad array of critical curricular-pedagogical praxes the conjugate with dispossessed curriculum development knowledge for new work in situ. Specifically not an “origins” tied to critical and curriculum theory, we review three examples critical curricular-pedagogical praxes situated in Gran México, Aztlán theorized via Gloria Anzaldúa, among others. In our discussion and conclusion, we seek to outline a de-centered, deterritorialized, and pluriversal notion of critical-pedagogical praxes that seeks to re-invent the “critical” in critical curriculum theory while recognizing contributions of the US field.
