Comments for A Canadian Curriculum Theory Project

Comment on Curricular praxis: Representation as ʻbuggeryʼ and legitimation for the public good an essay by Tobey Steeves by Tobey

Tobey — Sun, 13 Nov 2011 21:18:21 +0000

Cheers for sharing your thoughts, Mary Ann.

Wish I could make a more comprehensive reply – always happy to discuss Deleuze!

Re. expanding ‘theory’ to ‘actual practice’: For Deleuze – and Foucault! – theory *is* a form of practice. But on the assumption that you more explicitly mean ‘classroom practice’, I think a classroom practice informed by Deleuze’s post-representationalism would eschew categories and consensus for messy and unpredictable becomings. For instance, instead of grades and arbitrary stratification schemes, students could be assessed within a framework of folds and becomings. One colleague working with Deleuzian concepts and ‘at risk youth’ has had great results with artographic projects where students script and produce new selves.

There are lots of explicit linkages of Deleuze with curricular practice. Some of my favourites include:

Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum.
Semetsky, I. (2007). Deleuze, education and becoming.
Semetsky, I. (2008). Nomadic education.
Webb, T. (2009). Teacher assemblage.

Re. ‘what do hegemonic practices in schools look like’: Apple’s oeuvre is full of examples, but to cite just a few I’d point to the naturalization of competition, or dividing practices like age-based streaming, or disciplinary hierarchies.

Jean Anyon’s another good source here – she’s done some fantastic analyses of classist ideolologies in textbooks.

Re. case studies: I think Webb’s (2009) Teacher assemblage might be useful here. Otherwise, the ‘case study’ genre may be a bit anthropological for this line of inquiry. For Deleuze the value lies in creation and difference, not representation – as is the purpose or function of a ‘case study’.

Re. rhizomatic learning situations: I didn’t delve in to rhizomatics in this essay, but I do have another small essay on transcendent/immanent curricula coming out in the Dec/Jan issue of the BCTF Teacher. In the mean time, if interested in the rhizome and curricula, maybe see: Ling, X-J. (2009) Thinking like Grass, with Deleuze in Education?(http://pi.library.yorku.ca/ojs/index.php/jcacs/article/view/23398).

Comment on Curricular praxis: Representation as ʻbuggeryʼ and legitimation for the public good an essay by Tobey Steeves by Mary Ann Reilly

Mary Ann Reilly — Sun, 13 Nov 2011 19:27:14 +0000

Tobey, enjoyed reading this, but I don’t think you are done. I can imagine this work expanded and would encourage you to do so: take the theory and begin to apply it to actual practice. What does hegemonic practices in public schools look like? Are there case studies you can contribute? What do emancipatory, horizontal and/or rhizomatic learning situations resemble? Are there instances of this?

Hope you will expand this work.

Mary Ann

Comment on What is Curriculum Theory- A Reader Response by Nagin Alibabaiy by Ofira Roll PhD student UBC

Ofira Roll PhD student UBC — Fri, 28 Oct 2011 17:22:02 +0000

Thanks for writing this piece. I am here (UBC) studying with Pinar and feel delighted to get your reminder for what’s next? facing better future vs. losing hope in the current frustrating stage of our society and the education system. Thanks again.

Comment on Sewing Patches-Sowing Progress: A Social Action Project by Dawn Collins by Tasha Ausamn

Tasha Ausamn — Sat, 23 Apr 2011 14:28:01 +0000

This is interesting stuff and amazing work. Thanks for sharing your experiences.

Comment on Television Clip Analysis: Boston Public by Marlaina Riggio for EDU 6460 Curriculum Culture and Language by Martha

Martha — Sat, 26 Feb 2011 23:50:05 +0000

It seems to me that in today’s society we jump to hasty conclusions about students and their abilities according to their style of dress and sometimes their friends.
By segregating those students the only thing accomplished is the fact as the paper stats,that the students feel they are not worth the trouble to teach and thus develop an ” I don’t care” attitude and leave their potential behind.
It is very difficult for an educator to maintain a high regard for their jobs in the face of having larger classrooms, more disruptive students and more paper work to contend with and sometimes have to resort to actions that are less than desirable to gain control.
Article was very well done, and I enjoyed reading it. It points out very well the problems facing both students and teachers in todays society and it should give everyone pause to think of all that goes on in a school today.
Nicely done Ms Riggio.