Erik Malewski

Proliferation as More and Other to Mutuality and Synthesis Within Curriculum Studies: A Response to Hlebowitsh

An interpretation does what it says. It may pretend simply to state, show, and inform, but it actually produces. It is already performative in a way. In a naturally unsaid, unavowed, and undeclared manner, a saying of the event that makes the event is passed off as a saying of the event. The political vigilance that this calls for on our part obviously consists in organizing a critical examination of all the mechanisms that hold out the appearance of saying the event when they are in fact making it, interpreting and producing it.

Reading the Work of Elliot Eisner and the Idea of Reconceptualization in Curriculum Studies

Tom Barone is Professor Emeritus at Arizona State University. He is a recipient of the Lifetime Achievement Award from Division B (Curriculum Studies) of the American Educational Research Association, and the first recipient (2012) of the Tom Barone Award for Distinguished Contributions to Arts Based Educational Research from the Arts-Based Research Special Interest Group of AERA. His latest book is Arts-Based Research (Sage), co-authored with Elliot Eisner.

Body Beautiful, Beautiful Body: The Curricular Encounters of Gay Men Living with HIV 1

Through this article the author extends the study of the curricular body and mothering curriculum initiated by Stephanie Springgay and Deborah Freedman with a study into the embodied experiences of gay men living with HIV. In the first section, the author focuses on difference as embodiment before and after HIV in order to craft analytic frames of reference for encounters with the self and others. This is unwritten with a focus on “touch” and “space” as two key lenses for embodied knowing. In the second section, understandings of encounters are extended to the m/othering curriculum and ethical relations concerning nurturing and alienation. Each section is supported through data from three participants who shared their views on embodiment, touch, and space as a way to ground these theoretical ideas in the lived experiences of gay men. The author closes with the idea that in the future of curriculum studies, the unknown needs to be thought about as ways of knowing and processes of becoming are always already underway and also incomplete.