Thinking about and Enacting Curriculum in "frames of War"Rahat Naqvi, Hans Smits Thinking about and Enacting Curriculum in "Frames of War", edited by Rahat Naqvi and Hans Smits, responds to the challenges Judith Butler posed about the precariousness of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The notion of enframing asks us to consider what conditions our understanding of others, and how we open up what curriculum concepts and theories mean in the contexts of complex conditions for educational practices, such as recent wars, which have brought to forefront critical questions of human recognition and the precariousness of the conditions in which human flourishing is possible. An overarching objective of this book is the meaning of a call to ethics, and how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners. The authors take up the limits of knowledge, and present the challenge to curriculum theory to think in terms of not just understanding the frames through which we apprehend the Other, but also how we might re-frame our thinking as a radical call to responsibility. Each chapter in Smits and Naqvi's Thinking about and Enacting Curriculum in "Frames of War" illustrates these concepts in diverse ways, but with common interest and concern, considering how curriculum is and ought to be fundamentally engaged with re-thinking our frames of apprehension. |
Contents
Introduction | 1 |
Challenging the Frames of Curriculum | 9 |
Facing the War in Afghanistan | 21 |
ReFraming UnNeighbourly Love Haunting Inquiry Perfectibility | 39 |
Sound Curriculum Recognizing the Field | 63 |
Narrative Reconstructions Broken Frames | 83 |
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Thinking about and Enacting Curriculum in "Frames of War" Rahat Naqvi,Hans Smits Limited preview - 2011 |
Common terms and phrases
Afghanistan argues bad neighbor become Butler Canada Canadian challenge classroom concept context create critical literacy cultural curricu curricular curriculum studies depict the trauma depicted trauma Derrida discourse discussion Emmanuel Levinas encounters enframing epistemological Eppert ethics example experience explore face film frames frames of war global grievable Hans Smits Haunting Inquiry hauntology historical human rights implications intercultural competence Iraq issues iterations Jacques Derrida Judith Butler Kandahar knowledge language learners Levinas literature lives loss Magro materials that depict meaning mourning narrative National neighbor neighborly love neoliberal noise nonviolence norms one’s ontological peace pedagogy perfect perspective Pinar political possibility postsecondary practice precariousness precarity present question reading recognition reflection relation responsibility Retrieved Sendai sense Shamsia silence social justice sound curriculum space story Taliban teaching Thousand Splendid Suns tion Toronto Trans transformative learning understanding University Press violence writing York Zembylas