Against curriculum: Fall-away youth interrupting masterful education
Against curriculum: Fall-away youth interrupting masterful education
This paper examines how young people, considered as ‘fall-away’, engage with the ‘curriculum complex’, a set of relations of adult expert communities, transnational and international corporate and educational organisations, and legislations and policies, aimed at managing and containing the ‘wild’ student through the employment of correctional practices. This paper examines young people’s engagement with the curriculum complex through two inquiries: one in the U.S. Midwest; and another in the northern Philippines. By using vignettes and student conversations from these inquiries, this paper first asks how the curriculum complex figures in classrooms; second, how students respond to it through their bold, playful, and engaged classroom and school curriculum performances; and lastly, how young people through their acts of guileful ruse, widen the curricular opening, and at the same time, expose its illogic and mastery.
Indigenous education, Moving images, curriculum complex, prison industrial complex, youth cultures
361-378
Lopez, Licho
33f4a57c-f338-4d59-948b-b0a3c17f35f2
de los Reyes, Elizer Jay
24bed502-d1a7-460b-9657-6d24a7ffa4c5
4 May 2022
Lopez, Licho
33f4a57c-f338-4d59-948b-b0a3c17f35f2
de los Reyes, Elizer Jay
24bed502-d1a7-460b-9657-6d24a7ffa4c5
Lopez, Licho and de los Reyes, Elizer Jay
(2022)
Against curriculum: Fall-away youth interrupting masterful education.
Journal of Intercultural Studies, 43 (3), .
(doi:10.1080/07256868.2021.2010678).
Abstract
This paper examines how young people, considered as ‘fall-away’, engage with the ‘curriculum complex’, a set of relations of adult expert communities, transnational and international corporate and educational organisations, and legislations and policies, aimed at managing and containing the ‘wild’ student through the employment of correctional practices. This paper examines young people’s engagement with the curriculum complex through two inquiries: one in the U.S. Midwest; and another in the northern Philippines. By using vignettes and student conversations from these inquiries, this paper first asks how the curriculum complex figures in classrooms; second, how students respond to it through their bold, playful, and engaged classroom and school curriculum performances; and lastly, how young people through their acts of guileful ruse, widen the curricular opening, and at the same time, expose its illogic and mastery.
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Published date: 4 May 2022
Additional Information:
Funding Information:
This work was supported by the McKenzie Fellowship: [Grant Number McKenzie Fellowship].
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Indigenous education, Moving images, curriculum complex, prison industrial complex, youth cultures
Identifiers
Local EPrints ID: 475608
URI: http://eprints.soton.ac.uk/id/eprint/475608
PURE UUID: 414e96c2-9995-4c00-b002-de303add3b44
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Date deposited: 22 Mar 2023 17:40
Last modified: 17 Mar 2024 04:14
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Contributors
Author:
Licho Lopez
Author:
Elizer Jay de los Reyes
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