Monthly Archives: September 2016

601 Graduate Symposium, Wed Oct 5, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 5, 2016
1:00-4:00         Scarfe 310

Lost in Queer
A Symposium on Queer Theory in Education: Pedagogy, Curriculum and Visual Art

Guest Speaker: Dr. William F. Pinar

Panelists:
Hector Gomez, Joanne Ursino, Kevin Day, Nicole Lee, Xinyan Fan

Readings

  1. King, T. L. (2016). Post-indentitarian and post-intersectional anxiety in the neoliberal corporate university. Feminist Formations, 27(3), 114-138.
  2. Luhman, S. (1998). Queering/queering pedagogy? Or, pedagogy is a pretty queer thing. In Pinar, W (Ed.). Queer theory in education (pp. 141-155). New York, NY: Routledge.
  3. Muñoz, J. (1995). The autoethnographic performance: Reading Richard Fung’s queer hybridity. Screen, 36(2), 83-99.
  4. Pinar, W. F. (2015). Queer theory. Unpublished Work.
  5. Popkewitz, T. S. (1997). The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies, 29(2), 131-164.

Resource

  1. Chang, D. (2016, Winter). Shout, shout let it all out. C Magazine, 128, 34–37.
  2. Kher, B. (2016). Matter. Vancouver, BC: Vancouver Art Gallery. (Exhibit, July 9 – October, 10, 2016). Retrieved from: https://www.vanartgallery.bc.ca/the_exhibitions/exhibit_kher.html

Students “are not here to worship what is known” #ubc #ubcnews #highered

“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”
(Bronowski, 1973/2011, pp. 341-342)

“… barefoot irreverence to their studies”? “not here to worship what is known”?

Is this true? What does it mean?

postcard_an_85In Chapter 11 of The Ascent of Man— yes, ascent, not descent– Bronowski makes a point about the “irony of history:”

When the future looks back on the 1930s it will think of them as a crucial confrontation of culture as I have been expounding it, the ascent of man, against the throwback to the despots’ belief that they have absolute certainty. (p. 348)

Heisenberg was a graduate of the University of Göttingen, so Bronowski wants to make a point of the culture that eventually shaped the “uncertainty principle.” “The symbol of the University,” he says,

is the iron statue outside the Rathskeller of a barefoot goose girl [the Gänseliesel] that every student kisses at graduation. The University is a Mecca to which students come with something less than perfect faith. (p. 341)

Now comes the famous pronouncement on academic expectations: “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known but to question it.”

Is this true?