Curriculum as Spaces: Aesthetics, Community, and the Politics of Place

148 Pages·2014·4.416 MB·English

by  David M. Callejo Pérez, Donna Adair Breault, William White

45
Curriculum as Spaces: Aesthetics, Community, and c
the Politics of Place can be viewed as a holistic
u
approach to education, conservation, and commu-
r
nity development that uses place as an integrating r
context for learning. It argues that curriculum and i
c
place is a much deeper subject, with roots in aes-
u
thetics, community, and politics that go beyond the
individual and profoundly address the formation of l
u
our current belief system.
m
Despite the unique efforts described in this
book to address the curriculum of space, major is-

sues persist in our educational system. First, the a
rigor of curriculum studies is not usually applied
s
to this complex field that encompasses philosophy,

aesthetics, geography, social theory, and history. s
p
Second, the conflict caused by studying the place
without contextualizing it within the larger social a
milieu ignores the nuances of our intimately glob-
c
al social network. Third, current responses ignore
e
the uncritical assessment of underrepresented
groups within the theoretical landscape. With these s
problems in mind, Curriculum as Spaces introduc-

es foundational principles that ask us to imagine
C
the full realization of curriculum spaces and show A
us how to examine the philosophical and cultural LL
E
roots of these most essential principles. J
O

P
David M. Callejo Pérez is Associate Provost at Sagi- É
R
naw Valley State University. He has authored books
E
and published over 75 papers on civil rights, iden- Z
,
B
tity, urban and rural education, Latino/a(s), higher
R
education, policy, and evaluation. E
A
U
L
Donna Adair Breault is Professor and Department T
,
Head in Childhood Education and Family Studies at W
Missouri State University. She has authored books H
I
and articles focusing on Dewey’s theory of inquiry, T
www.peterlang.com E
curriculum, educational leadership, and organiza-
tional dynamics within higher education.
P
E
William L. White is an Associate Professor of Edu- T
E
R
cational Foundations at the State University of New
L
A
York–Buffalo. He serves as the Chair of the Depart- N
G
ment of Social and Psychological Foundations of Ed-
ucation as well as the College’s Director of Faculty
Development.
45
Curriculum as Spaces: Aesthetics, Community, and c
the Politics of Place can be viewed as a holistic
u
approach to education, conservation, and commu-
r
nity development that uses place as an integrating r
context for learning. It argues that curriculum and i
c
place is a much deeper subject, with roots in aes-
u
thetics, community, and politics that go beyond the
individual and profoundly address the formation of l
u
our current belief system.
m
Despite the unique efforts described in this
book to address the curriculum of space, major is-

sues persist in our educational system. First, the a
rigor of curriculum studies is not usually applied
s
to this complex field that encompasses philosophy,

aesthetics, geography, social theory, and history. s
p
Second, the conflict caused by studying the place
without contextualizing it within the larger social a
milieu ignores the nuances of our intimately glob-
c
al social network. Third, current responses ignore
e
the uncritical assessment of underrepresented
groups within the theoretical landscape. With these s
problems in mind, Curriculum as Spaces introduc-

es foundational principles that ask us to imagine
C
the full realization of curriculum spaces and show A
us how to examine the philosophical and cultural LL
E
roots of these most essential principles. J
O

P
David M. Callejo Pérez is Associate Provost at Sagi- É
R
naw Valley State University. He has authored books
E
and published over 75 papers on civil rights, iden- Z
,
B
tity, urban and rural education, Latino/a(s), higher
R
education, policy, and evaluation. E
A
U
L
Donna Adair Breault is Professor and Department T
,
Head in Childhood Education and Family Studies at W
Missouri State University. She has authored books H
I
and articles focusing on Dewey’s theory of inquiry, T
www.peterlang.com E
curriculum, educational leadership, and organiza-
tional dynamics within higher education.
P
E
William L. White is an Associate Professor of Edu- T
E
R
cational Foundations at the State University of New
L
A
York–Buffalo. He serves as the Chair of the Depart- N
G
ment of Social and Psychological Foundations of Ed-
ucation as well as the College’s Director of Faculty
Development.
curriculum
as spaces
A Book Series of

Curriculum Studies

William F. Pinar

General Editor

Volume 45

The Complicated Conversation series
is part of the Peter Lang Education list.
Every volume is peer reviewed and meets
the highest quality standards for content and production.

PETER LANG
New York  Bern  Frankfurt  Berlin
Brussels  Vienna  Oxford  Warsaw
david m. callejo pérez,
donna adair breault, william l. white

curriculum
as spaces

aesthetics, community,

and the politics of place

PETER LANG
New York  Bern  Frankfurt  Berlin
Brussels  Vienna  Oxford  Warsaw
Library of Congress Cataloging-in-Publication Data
Callejo-Pérez, David M.
Curriculum as spaces: aesthetics, community, and the politics of place /
David M. Callejo Pérez, Donna Adair Breault, William L. White.
pages cm. — (Complicated conversation: a book series of curriculum studies; v. 45)
Includes bibliographical references.
1. Curriculum planning—Social aspects.
2. Education—Curricula—Social aspects. 3. Place-based education.
I. Breault, Donna Adair. II. White, William L. III. Title.
LB2806.15.C28 375’.001—dc23 2014027214
ISBN 978-1-4331-2511-9 (hardcover)
ISBN 978-1-4331-2510-2 (paperback)
ISBN 978-1-4539-1431-1 (e-book)
ISSN 1534-2816

Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche
Nationalbibliografie”; detailed bibliographic data are available
on the Internet at http://dnb.d-nb.de/.

The paper in this book meets the guidelines for permanence and durability
of the Committee on Production Guidelines for Book Longevity
of the Council of Library Resources.

© 2014 Peter Lang Publishing, Inc., New York
29 Broadway, 18th floor, New York, NY 10006
www.peterlang.com

All rights reserved.
Reprint or reproduction, even partially, in all forms such as microfilm,
xerography, microfiche, microcard, and offset strictly prohibited.

Printed in the United States of America
TABLE OF CONTENTS
Acknowledgments vii
Prologue—Origins and Foundations xi
Chapter 1. T he Transactional Spaces of Curriculum: Rethinking
“Community” and Re-Engaging Educators 1
Chapter 2. The Aesthetic Moment in Education 17
Chapter 3. D isrupting our Imagined Communities: The Role
of Ritual in Promoting Cosmopolitan Curriculum
Communities 33
Chapter 4. R e-Assessing and Re-Capturing Space Through
Radical Curriculum 49
Chapter 5. Urban Spaces 67
Chapter 6. Curriculum as Transactional Aesthetic 83
Conclusion 101
References 109

acknowledgments
What began as a conversation about urban education, spaces and commu-
nities at a hotel lobby became a year-long endeavor to discover who we
were as individuals undertaking this approach to space and curriculum. In
that year, we have relied on the ideas, patience, and support of many people
who believed that our work would find a voice and audience within the
academic public. David M. Callejo Pérez wishes to thank Peter Lang
Publishing and their staff for their vision in seeing the value of our work.
I would also like to thank William Pinar for welcoming our book into the
Complicated Conversation Series. And of course, to two great co-authors,
Donna and Bill, and their partnership in this book. I would also like to
express gratitude to my mentor and friend, Stephen M. Fain, for his contin-
ued support and wisdom. Additionally, Donald Bachand at Saginaw Valley
State University for his investment in conversations about this and many
other topics. As in my life, this project has benefited and grown immeasur-
ably from the understandings offered by my amazing wife, Emily Callejo,
whose vision is on display in the cover, and two enchanting daughters,
Icie and Annie, who remind me of my role and purpose. Last, as always,
I thank my parents, Jose and Barbara, who encouraged and sacrificed for
me to thrive.
viii curriculum as spaces
I would like to thank my wonderful colleagues, William and David,
with whom I have enjoyed the conversations and challenges regarding our
thinking throughout this process. I am also thankful for my mentors, Deron
Boyles, Dorothy Huenecke, who introduced me to Dewey and aesthetics as
a graduate student years ago, and for Brad Stone, who asked a college
sophomore to read Richard Sennett’s work. It was while sitting in the Philip
Weltner Library at Oglethorpe University and reading Sennett’s work that I
was first and deeply intrigued by notions of space. I am also thankful for my
family. Rick’s support has been felt across continents as he begins his Fulbright
in Moldova, and Audrey and Niamh have graciously given Mommy space to
finish whatever she has been doing at the computer. Thank you all, near and
far, for the impact you’ve had in my work and my life.
During the journey that became this book, there were many fellow
sojourners who not only accompanied me, but also provided feedback and
the courage to continue. First, of course, are my fellow authors, David and
Donna. From informal discussions about the nature of space, the rising tide of
national curriculum that denies the importance of locality in education, and
the importance of thinking critically about the educational environment, an
idea was born and the book began to take shape. At each junction along the
path, we shared our thoughts, encouraged discussion, and most importantly
maintained not only progress toward a goal, but also friendships. I would also
like to thank my spouse, Dr. Sarah Beth Hinderliter. Her work on communi-
ties and the evolving ways in which aesthetics, politics, and education, seen
through the lens of Jacques Rancière’s philosophy, was instrumental in con-
ceptualizing and completing my sections of the Communities as Spaces. There
is no doubt that the many conversations and the gentle ways in which Beth
clarified complex ideas helped lead me toward a deeper and richer understand-
ing of aesthetics and education. However, Beth was not only a comforting
intellectual presence. She also helped me find the time and energy to work
toward completion of the book as deadlines approached and multiple tasks
loomed. And finally, I wish to thank Lennon, Sophie, and Zora. Each and
every day, they remind me in many ways how beautiful life is.