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This volume offers a collection of scholarship that extends
curricular conversations, crosses borders of praxis, and expands
democratic, critical and aesthetic imaginariestoward the ends of
lending momentum to the ever-present and wide-open question: What
is to be done- in terms of curriculum and pedagogy- in P-12
schools, in teacher education and other higher education contexts,
in communities, as well as within our own lives as teachers,
leaders and learners? These chapters represent perspectives from
curriculum workers/teachers/scholars/activists across theoretical
landscapes and spanning a diversity of positionalities within
critical intersections of power and privilege as they relate to
identity, culture and curriculum as well as to social justice,
schools and society.
This volume offers a collection of scholarship that extends
curricular conversations, crosses borders of praxis, and expands
democratic, critical and aesthetic imaginariestoward the ends of
lending momentum to the ever-present and wide-open question: What
is to be done- in terms of curriculum and pedagogy- in P-12
schools, in teacher education and other higher education contexts,
in communities, as well as within our own lives as teachers,
leaders and learners? These chapters represent perspectives from
curriculum workers/teachers/scholars/activists across theoretical
landscapes and spanning a diversity of positionalities within
critical intersections of power and privilege as they relate to
identity, culture and curriculum as well as to social justice,
schools and society.
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