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By employing the autobiographical method of currere and
bifocalization, this book sheds light on the significance of love
and the ethics of caregiving as means to transform curriculum
studies into a post-reconceptualist and collective endeavor.
Advancing an understanding of curriculum as a "collective public
moral enterprise", it critically asks whether we can build a world
where love is not negotiated, but only proliferated. Through the
creation of short and interconnected autobiographical narratives
about the meanings of love, the author provides pivotal insights
for curricularists who labor in conflicting and paradoxical
contexts. As such, the book seeks to demonstrate how the labor of
"love fortification" may be accomplished in a world of agonistic,
antagonistic, and competitive becoming(s). Highlighting the role of
caregiving, this book questions the role of evaluations in
post-reconceptualization and provides insights for educators and
policymakers on how to promote "actualization" and reconciliation
in schools in contexts across the global-north and -south. Engaging
with a long scholarly tradition that ultimately seeks to understand
the meanings of love in our lives and in our work, supporting the
"historization" of the field of curriculum, and with an
international focus, this book will appeal to scholars and students
with interests in curriculum studies and curriculum theory.
This book urgently confronts systems of privilege and oppression
within education, and combines concepts including bifocality,
currere, and conscientizacao to highlight the role of dialogical
and autobiographical reflection in dismantling neoliberal and
colonial logics at the level of theory, policy, and practice. The
author purposefully connects methods and concepts from curriculum,
social studies and the arts, and offers insights into identity
formation, social position, and social transformation. As such,
Jales Coutinho presents an opportunity for curricularists to
evaluate the connections between their lives and their work within
and across mutually-constitutive discursive and material contexts,
and critically analyze their agency, their relational encounters,
and their position as changemakers within unjust social realities.
Focusing on the intersection of curriculum theory with educational
policy and leadership, the text calls for a mutual "becoming
conscious" to illustrate how this can affect a paradigmatic shift
toward social justice education, lived curriculum, and emancipatory
pedagogy. With the potential to expand and set the tone for a
long-standing curriculum conversation for curriculum theorists,
educational leaders and policymakers concerning the contours and
dimensions of our work in schools, research institutions, and
policy circles, it crucially asks: what does it mean to engage in
the complicated conversation of curriculum work in a
post-reconceptualist era?
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