The Question of Curriculum in Dark Times
Hannah Arendt, W. G. Sebald, and Teachers as Autobiographical Subjects
DOI:
https://doi.org/10.14288/tci.v16i2.192295Abstract
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.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.
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.
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2019-12-07
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