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Expanding Curriculum Theory, Second Edition carries through the
major focus of the original volume-to reflect on the influence of
Deleuze and Guattari's concept of "lines of flight" and its
application to curriculum theorizing. What is different is that the
lines of flight have since shifted and produced expanded
understandings of this concept for curriculum theory and for
education in general. This edition reflects the impact of events
that have contributed to this shift, in particular the (il)logic of
school policy changes and reforms in the past decade, and the
continued explosion of social media and its effect on the
collective understanding of how both "knowledge" and "education"
work as forms of repression. The introduction updates the text and
puts it into current debates in the field and in the larger
socio-economic milieu. New dis/positions are presented that explore
central questions circulating within and outside curriculum
studies. Exciting scholarship on a range of topics includes notions
of desire and commodities, youth culture and violence, new
directions in curriculum theory, Eco-Ethical consciousness, new
Deleuzian views of normality, the diffusion of technology and lines
of flight in transnational curriculum inquiry.
Expanding Curriculum Theory, Second Edition carries through the
major focus of the original volume-to reflect on the influence of
Deleuze and Guattari's concept of "lines of flight" and its
application to curriculum theorizing. What is different is that the
lines of flight have since shifted and produced expanded
understandings of this concept for curriculum theory and for
education in general. This edition reflects the impact of events
that have contributed to this shift, in particular the (il)logic of
school policy changes and reforms in the past decade, and the
continued explosion of social media and its effect on the
collective understanding of how both "knowledge" and "education"
work as forms of repression. The introduction updates the text and
puts it into current debates in the field and in the larger
socio-economic milieu. New dis/positions are presented that explore
central questions circulating within and outside curriculum
studies. Exciting scholarship on a range of topics includes notions
of desire and commodities, youth culture and violence, new
directions in curriculum theory, Eco-Ethical consciousness, new
Deleuzian views of normality, the diffusion of technology and lines
of flight in transnational curriculum inquiry.
This edited volume brings together scholars of comedy to assess how
political comedy encounters neoliberal themes in contemporary
media. Central to this task is the notion of genre; under
neoliberal conditions (where market logics motivate most actions)
genre becomes "mixed." Once stable, discreet categories such as
comedy, horror, drama and news and entertainment have become
blurred so as to be indistinguishable. The classic modern paradigm
of comedy/tragedy no longer holds, if it ever did. Moreover, as
politics becomes more economic and less moral or normative under
neoliberalism, we are able to see new resistance to comedic genres
that support neoliberal strategies to hide racial and gender
injustice such as unlaughter, ambiguity, and anti-comedy. There is
also an increasing interest with comedy as a form of entertainment
on the political right following both Brexit in the UK and the
election of Trump in the U.S. Several essays confront this
conservative comedy and place it in context of the larger humor
history of these debates over free speech and political
correctness. For comedians too, entry into popular media now
follows the familiar neoliberal script of the celebration of
self-help with the increasing admonishment of those who fail to win
in market terms. Laughter plays an important role in shaming and
valorizing (often at the same time!) the precarious subject in the
aftermath of global recession. Doubling down on austerity,
self-help policies and equivocation in the face of extremist
challenges (right and left), politics foils the critical comedian's
attempt to satirize and parody its object. Characterized by
ambiguity, mixed genre and the increasing use of anti-humor,
political comedy mirrors the social and political world it mocks,
parodies and celebrates often with lackluster results suggesting
that the joke might be on us, as audiences.
***NOW IN PAPERBACK*** School violence has become our new American
horror story, but it also has its roots in the way it comments on
western values with respect to violence, shame, mental illness,
suicide, humanity, and the virtual. Beyond Columbine: School
Violence and the Virtual offers a series of readings of school
shooting episodes in the United States as well as similar cases in
Finland, Germany, and Norway, among others and their relatedness.
The book expands the author's central premise from her earlier book
Failure to Hold, which explores the hidden curriculum of American
culture that is rooted in perceived inequality and the shame, rage,
and violence that it provokes. In doing so, it goes further to
explore the United States' outdated perceptual apparatus based on a
reflective liberal ideology and presents a new argument about
proprioception: the combined effect of a sustained lack of thought
(non-cognitive) in action that is engendered by digital media and
virtual culture. The present interpretation of the virtual is not
limited to video games but encompasses the entire perceptual field
of information sharing and media stylization (e.g., social
networking, television, and branding). More specifically, American
culture has immersed itself so thoroughly in a digital world that
its violence and responses to violence lack reflection to the point
where it confuses data with certainty. School-related violence is
presented as a dramatic series of events with Columbine as its
pilot episode.
***NOW IN PAPERBACK*** School violence has become our new American
horror story, but it also has its roots in the way it comments on
western values with respect to violence, shame, mental illness,
suicide, humanity, and the virtual. Beyond Columbine: School
Violence and the Virtual offers a series of readings of school
shooting episodes in the United States as well as similar cases in
Finland, Germany, and Norway, among others and their relatedness.
The book expands the author's central premise from her earlier book
Failure to Hold, which explores the hidden curriculum of American
culture that is rooted in perceived inequality and the shame, rage,
and violence that it provokes. In doing so, it goes further to
explore the United States' outdated perceptual apparatus based on a
reflective liberal ideology and presents a new argument about
proprioception: the combined effect of a sustained lack of thought
(non-cognitive) in action that is engendered by digital media and
virtual culture. The present interpretation of the virtual is not
limited to video games but encompasses the entire perceptual field
of information sharing and media stylization (e.g., social
networking, television, and branding). More specifically, American
culture has immersed itself so thoroughly in a digital world that
its violence and responses to violence lack reflection to the point
where it confuses data with certainty. School-related violence is
presented as a dramatic series of events with Columbine as its
pilot episode.
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