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Editorial

Critically considering and conceptualizing social contexts as curriculum

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References

  • Dillard, C. B. (2006). On spiritual strivings: Transforming an African American woman’s academic life. State University of New York Press.
  • González Ben, A. (2023). Unmuted: The racial politics of silent classrooms. Curriculum Inquiry, 53(4), 318–338. https://doi.org/10.1080/03626784.2023.2274983
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
  • Nyachae, T. M. (2023). Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development. Curriculum Inquiry, 53(4), 297–317. https://doi.org/10.1080/03626784.2023.2276795
  • Shrodes, A. (2023). “The word ‘getting over’ is really weird”: Storying disability in desired futures. Curriculum Inquiry, 53(4), 339–358. https://doi.org/10.1080/03626784.2023.2206932
  • Stoever, J. L. (2016). The sonic color line: Race and the cultural politics of listening. New York University Press.
  • Woods, P. J. (2023). Shitposting as public pedagogy. Curriculum Inquiry, 53(4), 359–380. https://doi.org/10.1080/03626784.2023.2272988

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