Why Do Our Critical Curricular-Pedagogical Praxes Feel Empowering? Shattering and Reterritorializing U.S.-Based and Anglophone Critical Curriculum Theory

• In Event: Curriculum Theory in the Body and in Society

Abstract

The purpose of our pedagogical essay on critical curriculum theory is to answer the question: Why do our collective critical pedagogies feel empowering? This essay genealogizes a specific, US-based and Anglophone instantiation of critical curriculum theory in the late 1970s and 1980s that became an alternative to hegemonic field of curriculum management. Tracing the US-based and Anglophone critical curriculum theory, we emphasize its necessary shattering in Liz Ellsworth and others’ poststructuralist feminist critique. Pausing over the shards—leftist theories, aspirational social movements, and intransigent anticapitalism, we narrate examples of the Aztlán Study Group’s (ASG) emergent critical pedagogical praxes in situ via nuestra mirada al Sur.

Authors

• James C. Jupp, University of Texas - Rio Grande Valley
  Presenting Author

• Amy Montoya, University of Texas - Rio Grande Valley
  Presenting Author

• Raul Garza, University of Texas - Rio Grande Valley
  Presenting Author

• Cecile Michelle Caddel, University of Texas Rio Grande Valley
  Presenting Author

• Pauli Badenhorst, University of Texas - Rio Grande Valley
  Presenting Author

• Laura M. Jewett, University of Texas - Rio Grande Valley
  Presenting Author