Curriculum Inquiry 45卷3期

发布者:系统管理员发布时间:2015-09-11浏览次数:0

1. New materialist approaches to the study of language and identity: Assembling the posthuman subject

Author: de Freitas, Elizabeth; Curinga, Matthew X.

Source: Curriculum Inquiry 45.2 (Jun. 2015): 249-265.

Abstract: Emphasis on discourse and language-use has fueled the study of identity in education over the last few decades. This paper argues that these approaches fail to fully account for the complex materiality of life, and should be supplemented by new materialist tools for studying language as material. This new materialist approach considers language outside of the usual information-communication model. We argue that this approach is fruitful in studying identity, offering a path around the agency-structure binary where language either serves the subject in self-determination or the institution in furthering normative control. Identity can be studied as an assemblage that does not begin or end in the individual, but partakes of a dynamic affective force field luring posthuman subjects into activity.

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2. The stakes of movement: A dynamic approach to mathematical thinking

Author: Roth, Wolff-Michael; Maheux, Jean-Francois

Source: Curriculum Inquiry 45.2 (Jun. 2015): 266-284.

Abstract: Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what Vygotsky actually said about thought: that it is one part of a self-moving flow that relates to another part, speaking, without that one can be reduced to the other or the whole. Grounded in the works of Chatelet, Badiou and others, we exhibit the movement of thinking in a case study of graphing. In our account, there is a primacy of the Saying and drawing over their traces, the Said and the graph.

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3. Affirming irregular spaces in a school-wide curriculum initiative: A place for the animals

Author: Lynch, Julianne; Herbert, Sandra

Source: Curriculum Inquiry 45.2 (Jun. 2015): 285-303.

Abstract: School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012, has implemented a school-wide science specialism. In this paper, we focus in detail on how one feature of the initiative - classroom animals - played out as the science specialism was enacted. The data provide glimpses into the practice of the curriculum initiative from a range of viewpoints. We explore the discursive positioning of the classroom animals, and the construction of teachers' work and student learning in relation to this. Tensions are explored between views of the initiative from above - from the perspective of the school leadership and key advocates of the initiative - and views from the ground - presented by classroom teachers as they reflect on their encounters with the animals. We discuss the divergent ways in which teacher practice can be constructed in relation to curriculum innovation and advocate practice-based theories as providing a generative lens for understanding and supporting teachers' innovative curriculum work and for understanding teaching practice more generally as an innovative, creative and productive undertaking.

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4. Literacy narratives as sponsors of literacy: Past contributions and new directions for literacy-sponsorship research

Author: Lawrence, Ann M.

Source: Curriculum Inquiry 45.2 (Jun. 2015): 304-329.

Abstract: In this article, I review influential contributions made by writing-studies researchers to the research literature on literacy sponsorship. Through this review, I show how subsequent studies have reiterated three basic assumptions of Deborah Brandt's pioneering oral-history project. However, I also demonstrate that later writing-studies research on literacy sponsorship has tended to narrow Brandt's expansive notion of literacy sponsors to denote people exclusively. I link this trend to subsequent studies' greater reliance on personal narratives as evidence sources. This genre typically concentrates power of influence in human actors. In this way, I propose that the rhetoric of literacy narratives sponsors, or enables and constrains, the literacy-related experiences of researchers as well as study participants, and of teachers as well as students. Moreover, I suggest that future literacy-sponsorship studies might attend particularly to the affective force of narrative rhetoric, or literacy narratives' power to fascinate, repel, and otherwise move audiences and recounters. Drawing on important terms in Brandt's work on literacy sponsorship, I outline directions for future research that would examine literacy sponsors as rhetorical figures, literacy narratives as scenes of literacy sponsorship and literacy sponsorship as involvement.

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5. A commentary on literacy narratives as sponsors of literacy

Author: Lawrence, Ann M.

Source: Curriculum Inquiry 45.2 (Jun. 2015): 330-333.

Abstract: This brief commentary first clarifies Brandt's concept of sponsors of literacy in light of the way the concept has been taken up in writing studies. Then it treats Brandt's methods for handling accounts of literacy learning in comparison with other ways of analyzing biographical material. Finally it takes up Lawrence's argument about literacy narratives as sponsors of literacy.