Curriculum, democracy and pedagogies for justice: a collective futures dialogue

• Published in: Curriculum Perspectives
• Main Authors: Maher, K., Rigney, L.I., King, M., Garrett, R., Windle, J., Memon, N., Wrench, A., Carter, J., Paige, K., O’Keeffe, L., Lovell, M., Schulz, S., Soong, H., Colton, J., McDonald, S., Hattam, R.
• Format: Article in Journal/Newspaper
• Language: English
• Published: Springer Nature 2024
• Subjects: Pedagogy; Democratisation; Curriculum; Paige; Windle; First Nations
• Online Access: https://hdl.handle.net/2440/141106; https://doi.org/10.1007/s41297-024-00230-5

OnlinePubl This collaborative paper by members of the Pedagogies for Social Justice Research Group responds to the question of how curriculum and pedagogy can be with and for democracy. Our introduction takes Alice Rigney’s and Dewey’s insights on education and democracy as our point of departure for learning together. As a collective, we have gathered together multiple ways of perceiving and enacting a curriculum for democracy in a context of de-democratisation. We approach tensions, intersections, limits and possibilities of curriculum and democracy from the frames of ‘woven’ curriculum and critical Indigenous pedagogies; racially, religiously and culturally responsive pedagogies; dialogic and relational approaches; agentic, embodied, activist and rights-based pedagogies; and everyday praxis. Kalkadoon scholar Mikayla King’s opening paper on the woven curriculum provides both a point of departure and a grounding site for weaving together our collaborative insights into curriculum, democracy and pedagogies for justice. Garrett and Windle draw attention to how afective and embodied pedagogies can challenge mind/body binaries and activate rights-based modes of being and learning. Memon observes how religion shapes the lifeworlds of learners and proposes a move towards learning from religion. Wrench, Carter, Paige and O’Keefe advocate for the embedding of eco-justice principles, sociologically informed curriculum, and culturally responsive and story-sharing pedagogies. Lovell and Schulz claim racial literacy as an essential component of a pluralistic democracy that honours First Nations’ sovereignty. Soong suggests that ‘everyday pedagogy’ might enable educators to relate with pre-service teachers as critical and empathetic humanists beyond the role of neoliberalised technicians. Colton and McDonald highlight possibilities within the curriculum for learners to act with the pluralities of the world. McDonald and Schulz argue that gender equity is a necessary foundation for a peaceful, democratic world. We ...