Refusing Curriculum Systemizations: Immeasurable Difference, Indeterminacies, and Multiplicities

Session Type: Symposium

Abstract

Responding to AERA’s 2022 Call, “Cultivating Equitable Education Systems for the 21st Century,” symposium members point to tensions within the Call for education “systems” that tackle deleterious effects of systemic injustices as well as for “measuring the impact of our work.” Curriculum studies are especially attuned to difficulties promulgated by systemizations bereft of attention to multiplicities and fluidities of difference as well as to non-unitary, non-measurable iterations of cultures and subjectivities. Panelists thus focus on tensions and potentialities of working toward non-exclusionary, non-static curriculum inquiries that can address AERA’s stated desire for “innovative approaches to research methodologies” as well as ways of working collaboratively across “a whole range of . . . experiences, identities, and practices. . . .”

Sub Unit

• SIG-Critical Issues in Curriculum and Cultural Studies

Chair

• Hongyu Wang, Oklahoma State University - Tulsa

Papers

• Diffracting Difference and Disassembling Identity - Mary Newbery, Quinnipiac University

• Effects of Accountable Policies on Teachers' and Students' Subjectivities - Elizabeth F. Macedo, Universidade do Estado do Rio de Janeiro

• (Re)Imagining the (Re)Set: Re(f)using Systemizations Within the Psychic Space of the Classroom - Joyce Maxwell, Union County College

• Curriculum, Collaborations, and Imperative Relationalities - Janet L. Miller, Teachers College, Columbia University