Journal of the American Association for the Advancement of Curriculum Studies (JAAACS) 2019-12-09T07:00:28-08:00 Dr. Susan Jean Mayer Open Journal Systems <p>The&nbsp;<em><strong>Journal of the American Association for the Advancement of Curriculum Studies</strong>&nbsp;<strong>(JAAACS)</strong></em>&nbsp;is the official publication of the American Association for the Advancement of Curriculum Studies (AAACS), the U.S. affiliate of the International Association for the Advancement of Curriculum Studies (IAACS).&nbsp;In collaboration with other local IAACS affiliates, AAACS seeks to provide support for scholarly conversations within and across national and regional borders regarding the content, context, and process of education, the organizational and intellectual center of which is the curriculum.<br><br>The aim of this journal is to publish critical essays that theoretically and historically contextualize new and existing scholarship, interweaving past and present ideas and perspectives in the field, and exploring their relations to culture and society. As a national affiliate of an international organization, we view this aim as two-fold:</p> <ul> <li class="show">We seek to interrogate and expand the traditional boundaries of the North American curriculum studies field through the ongoing consideration and inclusion of recent and historical work that can be seen to serve the greater purposes of our field.</li> <li class="show">We seek to explore international literatures that promise to inform and enrich our work within the North American field and to lead to deeper conversations and collaborations with our international colleagues.</li> </ul> <p>Information on the current editoral team can be&nbsp;found <a href="/index.php/jaaacs/about/editorialTeam">here.</a><br>For more information about AAACS, please visit:&nbsp;<a href=""><br></a>For more information about IAACS, please visit:&nbsp;<a href=""></a></p> <p>&nbsp;</p> <p>&nbsp;</p> Available Resources 2019-12-09T07:00:18-08:00 Susan Jean Mayer <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Brain Casemore begins this issue with his consideration of Mary Aswell Doll’s call in The Mythopoetics of Currere: Memories, Dreams, and Literary Texts as Teaching Avenues to Self-Study to undertake a quality of inquiry capable of accessing “the coursing within”. It is in renewing our understandings of and connections to such practices, Doll reminds, that we re/encounter our most urgent needs and desires and so may begin to recognize our purposes in the world.</p> </div> </div> </div> 2019-12-05T00:00:00-08:00 ##submission.copyrightStatement## Following the Thread of Life in Mary Aswell Doll’s The Mythopoetics of Currere 2019-12-09T07:00:18-08:00 Brian Casemore <p>This paper explores how Mary Aswell Doll (2017) engages and expands <em>currere</em> as a field of thought and practice of inquiry in her book <em>The Mythopoetics of</em> Currere: <em>Memories, Dreams, and Literary Texts as Teaching Avenues to Self-Study</em>. The paper describes how Doll draws on Jungian depth psychology, myth, her own autobiography, her students’ writing and art, and a diversity of literary texts to advance <em>currere</em> as imaginative, mythopoetic journeying between inner and outer worlds.</p> 2019-12-05T00:00:00-08:00 ##submission.copyrightStatement## Curriculum Leadership 2019-12-09T07:00:19-08:00 Audrey Dentith Peaches E. Hash <p>The four-fold process is defined by Henderson, Castner &amp; Schneider as a disciplined, open-minded inquiry centered in continuous learning. The authors introduce us to the fourfold process in which educational leaders are encouraged to reawaken, reclaim, reorganize, and review the practice of curriculum leadership. The fourfold process is organized around four central constructs in which each of these folds hold questions to encourage reflective, thoughtful, and deliberative practice for curriculum leaders. Relying on Eisner's 'teaching as artistry' and Dewey's conception of interaction in education for democracy, this essay considers the contributions of the authors to a contemporary process of reflection and engagement in teaching.&nbsp;</p> 2019-12-05T12:10:44-08:00 ##submission.copyrightStatement## Missing Traditions of Black Curricular Thought 2019-12-09T07:00:20-08:00 Susan Jean Mayer <p>All three of these early 20<sup>th</sup> century scholars pointedly addressed the central issues at stake for U.S. educators in the brutal aftermath of the abandonment of Reconstruction. In so doing, they provide essential context for the abstract philosophizing of the White progressives and pragmatists of that era. Indeed, in taking constructs such as human equality, intellectual freedom, and cultural pluralism seriously relative to their present circumstances and the unfolding promise of their people in this country, Cooper, Woodson, and Locke have provided insight and direction that continues to be relevant and necessary today.</p> 2019-12-05T12:28:26-08:00 ##submission.copyrightStatement## Amnesiac Bodies of Curricula 2019-12-09T07:00:21-08:00 Boni Wozolek <p>This paper engages in a significant dialogue with Dr. Ligia Lopez Lopez regarding her book The Making of Indigeniety, Curriculum History, and the Limits of Diversity. Thinking through questions of identity, historical amnesia, and linguistic possibilities, this paper thinks with Lopez about the possibilities and challenges of qualitative research aimed at disrupting the normalized violence that is nested within educational research as it explores indigenous ways of being, knowing, and doing.</p> 2019-12-05T12:56:27-08:00 ##submission.copyrightStatement## Bajo el Corazón del Cielo 2019-12-09T07:00:21-08:00 Sandro Barros <p>In this response piece, I engage with several aspects of López’s vertiginous excavation of <em>lo indígena</em>&nbsp;in <em>The making of indigeneity&nbsp;</em>to better understand the performative consequences of <em>lo indígena’s </em>curricularization. My engagement with López’s text&nbsp;materializes itself in six loosely connected soliloquies, each reflecting analytical instances in her work that I find insightful and helpful to interrogate what decolonizing indigenous education might look like in the present yet to come.&nbsp;</p> 2019-12-05T11:56:56-08:00 ##submission.copyrightStatement## The Chocolate Spectrum as Ridiculer 2019-12-09T07:00:22-08:00 Reagan Patrick Mitchell <p>During the 2018 Bergamo Conference&nbsp;<em>Provoking Dialogues&nbsp;</em>session, I was able to review and respond publically to Dr. Licho López'z book&nbsp;<em>The Making of Indigeneity, Curriculum History, and the Limits of Diversity.&nbsp;</em>My discussion centers on considering how López's book is a call to riducule rigid notions of time via the chocolate spectrum. The chocolate spectrum is a broader contextualization of medias rooted in international Black diasporic communal entities. Additionally, the notion of the ridiculer is inspired by López's call to decolonize education and the institution.&nbsp; &nbsp;&nbsp;</p> 2019-12-05T12:35:12-08:00 ##submission.copyrightStatement## How Do Boundaries of Difference Participate in Defining Curriculum? 2019-12-09T07:00:23-08:00 Peter Appelbaum <p>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.</p> 2019-12-05T11:50:15-08:00 ##submission.copyrightStatement## Research as Starshine 2019-12-09T07:00:25-08:00 Isabel Nunez <p><span style="margin: 0px; line-height: 107%; font-family: 'Times New Roman',serif; font-size: 12pt;">This is multivocal response essay responds to Licho López’s <em>The Making of Indigeneity, Curriculum History, and the Limits of Diversity</em>, which has been adapted from a Provoking Dialogues panel presentation at the 2018 Bergamo conference.<span style="margin: 0px;">&nbsp; </span></span></p> 2019-12-05T12:39:38-08:00 ##submission.copyrightStatement## Speculative Fiction, Curriculum Studies, and Crisis 2019-12-09T07:00:26-08:00 Peter Appelbaum <p>This is an invitation to submit new contributions to JAAACS that bring together your own work in curriculum studies, speculative fiction, and your own pathway through, with, around, and in spite of crises facing our planet and our species. In the spirit of JAAACS, you are simply asked to evoke the scholarly context from which your own contribution emerges, and to discuss the relationships in dialogue with other works in the field. Dynamic juxtapositions between recently released works and other related works are particularly welcome in <em>JAAACS</em>. For this current issue, we have brought together two highly regarded scholars who have spent a career in the vanguard in the liminal terrain of Speculative Fiction, Science Fiction, and Curriculum Studies: Noel Gough and John Weaver.</p> 2019-12-05T11:39:34-08:00 ##submission.copyrightStatement## Remembering Ursula Le Guin (1929-2018) 2019-12-09T07:00:26-08:00 Noel Gough <p>In the year of Ursula Le Guin’s passing, it seems timely to acknowledge and celebrate the unique exemplifications of the speculative imagination that she performed throughout half a century of writing SF (science fiction/fantasy/fabulation) stories and critical essays. This essay offers three semiautobiographical vignettes of the author’s engagement with Le Guin’s work during 2018. These vignettes demonstrate the depth and breadth of the curriculum problems and issues that her works have illuminated throughout the author’s academic career as a curriculum theorist, with particular reference to science and technology studies, outdoor and environmental education, and transnational curriculum inquiry.</p> 2019-12-05T00:00:00-08:00 ##submission.copyrightStatement## Curriculum SF (speculative fiction) 2019-12-09T07:00:26-08:00 John A. Weaver <p>In this essay I want to take a look at past attempts to incorporate science fiction (SF) into the discourses of curriculum studies, present attempts by a few scholars to revitalize and, more importantly, reshape SF within curriculum studies, and then finish with a look at why perhaps SF is no longer a possibility but speculative fiction is a necessity in forming our thinking about current and new future issues and concerns facing curriculum scholars and societies in general. I will begin with the ground breaking work of Noel Gough followed by a collection I helped to edit at the turn of the millennium, then I want to look at the current work of Sarah Truman and Boni Wozolek, and finish with a challenge to Samuel Delany’s proclamation that SF is not the same as speculative fiction while relying on Katherine Hayles’ latest work to suggest SF is a reality in everyday interactions in the economic, scientific, and technological non-fictional worlds.</p> 2019-12-05T17:36:51-08:00 ##submission.copyrightStatement## For Bill 2019-12-09T07:00:27-08:00 Walter Gershon <p>William E. Doll Jr., Bill Doll, is a person to whom I owe a great deal, someone I miss deeply, and, paradoxically, someone I still talk to. I mean, I know Bill died nearly two years ago, but his voice, his ideas, his incisive, genteel wit, still resonate in and through me. Not just in a passive, I remember the kinds of things Bill said kind of way, but actively; I continue to think with him and, as I do, learn from him as I always have. It’s bittersweet though, especially when the conversations come to a close.</p> 2019-12-05T12:16:42-08:00 ##submission.copyrightStatement##