The Question of Curriculum in Dark Times

Hannah Arendt, W. G. Sebald, and Teachers as Autobiographical Subjects

Abstract

In this article, the author looks at the intersections between the life writing of Hannah Arendt and W. G. Sebald as a way to think about teacher auto/biographical writing and acts of discernment in dark times. Key-words: auto/biographical writing; Hanna Arendt; Sebald.

Author Biography

Teresa Strong-Wilson, McGill University, Canada
Professor at McGill University, Canada (Department of Integrated Studies in Education). PhD University of Victoria, Faculty of Education (Supervisor: Dr. Alison Preece); MA University of Victoria, Faculty of Education (Supervisor: Dr. Margaret Robertson); BA Hon. McGill, English Literature; BA University of Calgary; Major: Political Science, Minor: Law in the Liberal Arts.

References

Aoki, T. (2004). Curriculum in a new key. William Pinar & Rita Irwin (Eds.). Lawrence Erlbaum.
Arendt, H. (1951). The origins of totalitarianism. Harcourt Brace.
Arendt, H. (1957). Rahel Varnhagen: The life of a Jewess. London: Publishing for the Institute by the East and West Library.
Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
Arendt, H. (1968). Men in dark times. Harcourt Brace.
Arendt, H. (1978). The life of the mind. San Diego: Harcourt.
Arendt, H. (2006). Eichmann in Jerusalem: A report on the banality of evil. New York: Penguin Books.
Arendt, H. (2003). Responsibility and judgment. Jerome Kohn (Ed.). New York: Schocken Books.
Arendt, H. (2013). The last interview, and other conversations. Brooklyn: Melville House.
Ashton-Warner, S. (1986). Teacher. New York: Simon and Schuster.
Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43 (1), 25-45.
Benhabib, S. (1996). Identity, perspective and narrative in Hannah Arendt’s “Eichmann in Jerusalem.” History and Memory, 8 (2), 85-59.
Binet, L. (2012). HHhH. New York: Farrar, Strauss & Giroux.
Caruth, C. (1995). Recapturing the past: Introduction. In C. Caruth (Ed.), Trauma: Explorations in memory (pp. 151-157). Baltimore, Maryland: Johns Hopkins University Press.
Cavarero, A. (2000). Relating narratives: Storytelling and selfhood. London: Routledge.
Eichmann, A & von Lang, J. (1983). Eichmann interrogated: Transcripts from the archives of the Israeli police. New York: Farrar, Strauss & Giroux.
Greene, M. (1973). Teacher as stranger. Belmont, CA: Wadsorth Publishing.
Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-Bass.
Grumet, M. (1991). Curriculum and the art of daily life. In G. Willis & W. H. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts (pp. 74-89). New York: State University of New York Press.
Hamburger, M. (2004). Translator’s note. In W. G. Sebald, & J. P. Tripp, Unrecounted (pp. 7-12). New York: New Directions.
Hansen, D. T. (2012). W.G. Sebald and the tasks of ethical and moral remembrance. Philosophy of Education, 125-133.
Joldersma, C. (2014). Benjamin’s Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. Sebald’s Novels in the Classroom. Studies in Philosophy and Education, 33: 135-147.
Kafatou, S. (1998). An interview with W. G. Sebald. Harvard Review, 15, 31–35.
Kingston, M. H. (1984). Foreword. In S. Ashton-Warner, Teacher (pp. 7-9). New York: Simon and Schuster.
McCourt, F. (2005). Teacher man. New York: Scribner.
Ozick, C. (1996, Dec. 16). The posthumous sublime. The New Republic 215, no. 25, 33-35.
Pinar, W. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
Pinar, W. (2015). Preface (1976). In W. F. Pinar & M. r. Grumet (Eds.), Toward a poor curriculum (pp. xiii-xvii). Kingston, NY: Educator’s International Press.
Rubin, D. I. (2011). The disheartened teacher: Living in the age of standardization, high-stakes assessments, and No Child Left Behind (NCLB). Changing English, 19 (4), 407-416.
Sebald, W. G. (1996). The emigrants. New York: New Directions.
Sebald, W. G. (2001). Austerlitz. New York: Modern Library.
Sebald, W. G. (2003). On the natural history of destruction. Anthea Bell (Trans.). Toronto: Vintage Canada.
Sebald, W.G., & Tripp, J. P. (2004). Unrecounted. New York: New Directions.
Stangneth, B. (2014). Eichmann before Jerusalem: The unexamined life of a mass murderer. Ruth Martin (Trans.). New York: Alfred Knopf.
Steedman, C. (2008). Landscape for a good woman: A story of two lives. New Brunswick, NJ: Rutgers University Press.
Strong-Wilson, T. (2015). Phantom traces: Exploring a Hermeneutical Approach to Autobiography in Curriculum Studies. Journal of Curriculum Studies.
Wilson, T. (2003). Maxine’s table: Connecting action with imagination in the thought of Maxine Greene and Hannah Arendt. Educational Theory, 52 (2), 203-20.
Young-Bruehl, E. (2004). Hannah Arendt: For love of the world. 2d ed. New Haven: Yale University Press.
Published
2019-12-07