This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialized, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These documents are often conceived as linear sequences of steps leading to outcomes, and their voices are distanced and “neutral”. Drawing on a doctoral study of curriculum design in Australia, this article embraces a different approach by opening up a unit of work on girls’ popular culture to hooks’ invocations to teach to transgress, so that curriculum might be experienced as colour and curves, rather than a monochrome route to a pre-determined end point. Through this, along with hooks, I invite teachers to live pedagogy, rather than to deliver it.
History
Journal
Gender and education
Volume
30
Pagination
222-238
Location
Abingdon, Eng.
ISSN
0954-0253
eISSN
1360-0516
Language
English
Publication classification
C1 Refereed article in a scholarly journal, C Journal article
Copyright notice
2016, Informa UK Limited, trading as Taylor & Francis Group