Curriculum as Shadow Play

Bibliographic Data

ID21836879
AuthorsKyle L Chong (0000-0003-0860-4127, Michigan Department of Education), P Nelson (0000-0001-9150-835X), Paul S Nelson (0000-0002-5451-5726, BSCS Science Learning)
Year2022
Volume37
Issue3
Pages17-29
Publication date2022-12-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Theorizing (JOURNAL)
Journal identifiersISSN: 1942-2563 • E-ISSN: 1942-2563
PublisherFoundation for Curriculum Theory (PUBLISHER)
DOI10.63997/jct.v37i3.1015
OpenAlexW4410839124
LanguageEN
References cited15

This essay seeks to trouble the binary of light and dark in the theorizing of curriculum. Through our play with shadows (as umbral, penumbral, and anteumbral), we seek to show how shadowy spaces—refuge—can emerge in curriculum. We do this by exploring social studies teaching and the digital ethics of shadowy spaces (Black Twitter, cancel ‘culture,’ and the dark web) to illustrate the differences between spaces of speaking back versus hiding from. We do so to critique the binary of light and dark both as a metaphor for official and unofficial curricula, but also seen and unseen in discourse

Curriculum · Mathematics education · Pedagogy · Psychoanalysis · Child Therapy and Development · Gender Roles and Identity Studies · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access