Description
Book SynopsisThinking about and Enacting Curriculum in Frames of War, edited by Rahat Naqvi and Hans Smits, responds to the challenges Judith Butler posed about the precariousness of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered Other. The notion of enframing asks us to consider what conditions our understanding of others, and how we open up what curriculum concepts and theories mean in the contexts of complex conditions for educational practices, such as recent wars, which have brought to forefront critical questions of human recognition and the precariousness of the conditions in which human flourishing is possible. An overarching objective of this book is the meaning of a call to ethics, and how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners. The authors take up the limits of knowledge, and present the challenge to curriculum theory to think in ter
Trade ReviewReframing the curricular challenge educators face after a decade of war, the contributors to this remarkable collection testify to the ethical demands of our time, our place, and our profession. What does it mean for us to teach now, in a time laced by hate, suffering, and trauma but professionally determined to find a very different future? Each of these essays provides provocative paths, theoretical and practical, to that future. In this resounding collection we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to intercultural understanding and global justice. -- William F. Pinar, University of British Columbia
Famously, Greek dramatist Aeschylus remarked that “in war, the first casualty is truth.” In this fine, original and timely collection, Rahat Naqvi and Hans Smits have provided a valuable forum in which curriculum scholars can ‘speak truth to power’ in the post-911 era and explore ways to understand and challenge how curriculum is enframed and enacted in contemporary classrooms. -- George Richardson, University of Alberta
Table of ContentsTable of Contents About the Cover Acknowledgments Introduction: The World on the Verge of a “Nervous Breakdown,” by Rahat Naqvi & Hans Smits Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a “Good Canadian”, by David Blades Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis Chapter Four: Sound Curriculum: Recognizing the Field, by Walter Gershon Chapter Five: Running head: After the war Narrative Reconstructions, Broken Frames: Sendai Before and After the War, by Craig McDonald Chapter Six: Depicting and Framing the Trauma of Another, by Patricia Kostouros Chapter Seven: Teaching Social Justice in English Language Arts: Working Toward Transformative Learning, Karen Magro Chapter Eight: Global Justice Education as a Pedagogy of Loss: Interrupting Frames of War, by Lisa Taylor About the Authors Bibliography Index
