By Nicholas Ng-a-Fook,Awad Ibrahim,Giuliano Reis
Provoking Curriculum Studies pushes ahead a robust examining of the theoretical and methodological concepts happening inside curriculum reviews examine. Addressing a big hole in modern curriculum studies—conceptualizing students as poets and the possibility of the poetic in education—it deals a framework for doing curriculum paintings on the intersection of the humanities, social thought, and curriculum stories. Drawing on poetic inquiry, psychoanalysis, phenomenology, existence writing, and several other different types of arts-based learn methodologies, this varied assortment spotlights the highbrow genealogies of curriculum students equivalent to Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive wondering hyperlink the writing and re-writing of curriculum idea to acts of sturdy poetry. Readers are steered to visualize other ways during which professors, lecturers, and college scholars will possibly not in simple terms have interaction with yet disrupt, blur, and complicate curriculum thought throughout interdisciplinary topographies on the way to search out blind impresses—those components of information which are left over, unaddressed by way of ‘mainstream’ curriculum scholarship, and that instigate tough questions on loss of life, trauma, prejudice, poverty, colonization, and more.
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