Monthly Archives: September 2016

ICES Seminar: Curricular ideologies in the discussion and negotiation of the Chilean social studies curriculum

Institute for Critical Education Studies
Open Seminar
Monday, September 26, 2016
Noon – 1:oopm
Scarfe 1209
University of British Columbia

Curricular Ideologies in the Discussion and Negotiation of the Chilean Social Studies Curriculum

GazmuriRenato Gazmuri, PhD
Assistant Professor at Universidad Diego Portales (Chile). Dr. Gazmuri received his PhD at the Autonomous University of Barcelona (Spain) 

Abstract: The Chilean social studies curriculum has been defined through processes of discussion and negotiation between diverse actors and institutions with different views on the subject. In order to identify and describe these ideologies, a sequential and recursive methodological device was designed and applied in three stages of production and analysis of information: a documentary compilation around three curricular events of debate and negotiation, application of questionnaires, and interviews. At each stage a content analysis was performed. Five curriculum ideologies are identified and described, considering their assumptions about how the curriculum should define the subject matter, as well what its aims, contents and its guidelines for teaching.

Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Call for Manuscripts:
Critical Education

Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Series Editors:
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University

Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.

The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.

In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.

Manuscripts may examine, but are not limited to, the following questions:

  • What does it mean to teach and/or learn on inside prisons?
  • How can educational theory inform possibility inside prison classrooms?
  • What does/should education mean inside prisons during hyperincarceration?
  • What should be the purposes of higher education in prison?
  • How can/do various educational theories take root inside prison classrooms?
  • Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
  • How do examples in practice provide potential for re-theorization?

Manuscripts due: May 1, 2017.

For details on manuscript submission see: Critical Education Information for Authors

Additional questions can be directed to Erin L. Castro: erin.castro@utah.edu

EDCP Seminar: Abraham DeLeon “A Schizophrenic Scholar out for Stroll: Multiplicities, Becomings, Conjurings”

2016-sept-edcp-seminar

ICES Seminar: Curricular Discourses with Practical Implications: Perspectives and Experiences From Spain & South America

Public Seminar
Institute for Critical Education Studies

September 22, 2016
11:30am – 1:30pm
Scarfe 310
University of British Columbia

Curricular Discourses with Practical Implications:
Perspectives and Experiences From Spain & South America

This seminar brings together scholars from Spain and South America working within a variety of curriculum studies traditions to discuss curriculum issues in contexts ranging from elementary education to higher education. The seminar will be an opportunity to explore how curricular discourses have implications in educational practices in local, national, and global contexts.

GazmuriA National Curriculum: Educational Standardization or Common Cultural Base
Renato Gazmuri, Assistant Professor, Universidad Diego Portales (Chile).
Dr. Gazmuri received his PhD at the Autonomous University of Barcelona (Spain)

SDelgadotudent Activism: Building an Alternative Educational Logic in Opposition To Corporatized Learning
Sandra Delgado (Colombia)
PhD Student in Curriculum Studies, University of British Columbia

MurilloCurriculum as Symptom: Local Experiences of Global Designs
Fernando M. Murillo (Chile)
PhD Student in Curriculum Studies, University of British Columbia

 

Tosar

Critical Literacy in the Social Studies Elementary Classroom
Breo Tosar (Spain)
PhD Student in Social Studies Education, Autonomous University of Barcelona

 

Gomez

Human Rights in the Curriculum: Precarity and Complexity
Héctor Gómez (Chile)
PhD Student in Curriculum Studies, University of British Columbia