Narratives of Response-Ability in Curriculum Translation and Design

• In Event: Curricular Policy Agents: Critical Frictions and Transformative Disruptions

Abstract

Responding to a call for place-based proposals to develop K-12 curricular resources on climate change and environmental justice, we designed two units for California’s high school students. In this paper we share ongoing reflexive research about the challenges of creating curricula to meet the complex needs of the present moment. We ask, what kind of subjects are we producing via our work and what forms of subjectivation and interpellation processes are we undergoing or advancing for researchers, teachers and students? By engaging in the challenges and aspirations of response-able (Bozalek and Zembylas, 2023) environmental justice education, our paper contributes to scholarship on critical curriculum studies (Apple, 2018; Pinar, 1994) and feminist pedagogies (Shrewsbury, 1987).

Authors

• Prerna Srigyan, University of California - Irvine

• Nadine Tanio, University of California - Los Angeles

• Margaret Tebbe, University of Pennsylvania