How Do Boundaries of Difference Participate in Defining Curriculum?

  • Peter Appelbaum Arcadia University
Keywords: coloniality, indegeneity, curriculum studies, post-coloniality

Abstract

A new a priori question now frames curriculum studies because indegenteity is both the focus and the method of theory and practice, grounded in Hacking's five-aspect dynamic framework, and the processes of eventalizing.

Author Biography

Peter Appelbaum, Arcadia University

Peter Appelbaum is Professor of Education at Arcadia University. He has a doctorate from the University of Michigan, Ann Arbor, in Educational Foundations, Policy and Administration, and Master's degrees in Curriculum & Psychological Studies (Michigan) and in Mathematics (ABD at Duke University). Dr. Appelbaum's focus areas in his doctoral work were in Diversity and Multicultural Education, Critical Feminist Studies, and Curriculum Theory.. He was a fellow at the Psychoanalytic Institute of Philadelphia for 2 years (Pscyhoanalysis & Education), a visiting research professor at the Freie Universität (Student Perspectives on Assessment) and at the Technische Universität Fulda (Intercultural Communication) in Germany, visiting Spencer Fellow at the University of Cape Town (Critical Multicultural Research Methods) in South Africa for two 3-month periods, is currently collaborating as a European Union Scholar in Ethnomathematics with the University of Thessalyin Greece, and as an International Expert in Assessment and Public Pedagogies with the University of Lyon in France.

Dr. Appelbaum's own doctoral dissertation later became his first book, Popular Culture, Educational Discourse and Mathematics (1995), which analyzed the ways that curriculum theory, ideology, and cultural trends support and transform power relations and social constructs across professional dialogue and public debates about education, even in the context of supposedly neutral subject areas such as mathematics. Later publications include Multicultural and Diversity Education: A reference handbook (2002); (Post) Modern Science (Education): Frustrations, propositions, and alternative paths (2001); Embracing Mathematics: On becoming a teacher and changing with mathematics (2008) - co-authored with Arcadia Graduate Students; and Children’s Books for Grown-up Teachers: Reading and writing curriculum theory (2009) - which was awarded the American Educational Research Association Outstanding Book Award for Curriculum Studies. He has published articles in journals such as the Journal of Curriculum Studies, Transnational Curriculum Inquiry, The Journal of Curriculum Theorizing, and For the Learning of Mathematics. He has been the President of the American Association for the Advancement of Curriculum Studies, Chair or Program Chair of various research interest groups in Critical Issues in Curriculum and Cultural Studies, Post-Colonial Research in Education, Queer Studies in Education, Gender and Education, Popular Culture and Public Pedagogies, a section editor for several curriculum studies journals, he is currently Vice President of the International Commission for the Study and Improvement of Mathematics Education, a plenary speaker at international curriculum theory and curriculum studies conferences and international mathematics education conferences, and a workshop leader for several international and global educational leadership programs. Dr. Appelbaum is also one of the founding members of the Arts-based Educational Research Group of the American Educational Research Association.

Published
2019-12-05
Section
Multi-vocal Response and Discussion