The Curriculums of Settler (Un)Doing: Place, Historicity, and Deviance Across Educational Spaces

Session Type: Symposium

Abstract

Our symposium offers three empirical engagements in varied educational spaces to demonstrate how the project of settler colonialism is done and undone and offer alternative lenses of historicity, place-making, and deviance. This session considers how, even in state-sanctioned sites of public education, curriculums of “undoing” the settler-state are made manifest. We consider the tension between the structure acting upon actors and actors negotiating and, at fleeting moments, creating spaces of undoing. The featured studies urge a re-thinking of the educational project as the forging of a radical imagination (Greene, 1995). While these efforts are impermanent and often unstable, they loosen the grip of the settler state and gesture towards its eventual downfall.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Culture and Commentary (The Readings/Makings of Curriculum)

Chair

• Dinorah Sanchez Loza, The Ohio State University

Papers

• Racialized and Gendered Vulnerabilities: Imagining Futures and Reproducing the Settler State in a Quiet Bay Area City - Theresa Burruel Stone, Sonoma State University

• (Un)Doing the Settler State With Place-Based Pedagogies: Exclusionary Tactics Across Three Temporalities - Cathlin Bryn Goulding, City University of New York (CUNY); YURI / An Asian American Education Project

• "Deviance" as (Un)Doing: Queerness as Civic Curriculum in a Small-Town Ohio High School - Dinorah Sanchez Loza, The Ohio State University

Discussant

• Evelyn Nakano Glenn, University of California - Berkeley