Curriculum as Colour and Curves: A Synthesis of Black Theory, Design and Creativity Realised as Critical Curriculum Writing

Autor/in	McKnight, Lucinda
Titel	Curriculum as Colour and Curves: A Synthesis of Black Theory, Design and Creativity Realised as Critical Curriculum Writing
Quelle	In: Gender and Education, 30 (2018) 2, S.222-238 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKnight, Lucinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1225010
Schlagwörter	African Americans; Gender Differences; Lesson Plans; Curriculum Design; Foreign Countries; Females; Criticism; Race; Social Class; Textbooks; Outcomes of Education; Popular Culture; Teaching Methods; Color; Authors; Artists; Power Structure; National Curriculum; Australia + Suchen Sie Ihr Suchwort? Afroamerikaner; Geschlechterkonflikt; Lesson planning; Unterrichtsplanung; Lehrplangestaltung; Ausland; Weibliches Geschlecht; Kritik; Rasse; Abstammung; Social classes; Soziale Klasse; Textbook; Text book; Schulbuch; Lehrbuch; Lernleistung; Schulerfolg; Popkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Colour; Farbbezeichnung; Farbe; Author; Autor; Autorin; Artiste; Artist; Künstler; Künstlerin; Australien
Abstract	This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialised, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These documents are often conceived as linear sequences of steps leading to outcomes, and their voices are distanced and "neutral." Drawing on a doctoral study of curriculum design in Australia, this article embraces a different approach by opening up a unit of work on girls' popular culture to hooks' invocations to teach to transgress, so that curriculum might be experienced as colour and curves, rather than a monochrome route to a pre-determined end point. Through this, along with hooks, I invite teachers to live pedagogy, rather than to deliver it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01