Curriculum as Lived
Currere, Mindfulness, and Nonviolent Companionship
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- Description
- Contents
- About
There is a strong sense of existential crisis in US education. In a time that is discouraging, disturbing, and daunting, Curriculum as Lived: Currere, Mindfulness, and Nonviolent Companionship features an uplifting collection of educators’ writings, as they expand their interior space, diving into the individual and collective psyche to engage in shadow work for healing and revitalization. Heartfelt, profoundly moving, and inspirational, these educators’ journeys in curriculum as lived are embodied, emergent, and extraordinary in their crafted capacities for holding the tension between the dark and the light to open a crack for breathing in fresh new air.
Three forms of experiential studies and self-education are demonstrated in this collection: currere and autobiographical inquiry, mindfulness and mindful relationships, and nonviolent companionship. Grounding education in experiential understanding and integrative cultivation, beyond simplistic storytelling, these authors courageously make polyphonic lines of movement toward personal and social transformation, and their inner work and relational attunement are full of twists and turns. Working from within is the cornerstone for non-controlling relationality, in the spirit of contemplation, compassion, and companionship as well as of the struggles against psychic and social violence in various forms. Affirming the central role of interconnectedness, this book is a testimony to the integrative power of nonviolence.
Professors, graduate students, K-20 teachers, and curriculum and instruction leaders at various levels in the fields of curriculum studies, teacher education, nonviolence and peace education, and educational foundations will welcome this book. It also serves as a text for upper-level undergraduate courses in education and nonviolence studies.
Introduction: Experiential Understanding, Integrative Pathways, and a Pedagogy of Emergence; Hongyu Wang
- Part I. Currere and Autobiographical Inquiry
- Chapter 1. Stories from the End, and the Beginning; Liesa Griffin Smith
- Chapter 2. Of Wor(l)ds, Weapons, and Wounds; Steven Woods
- Chapter 3. Currere: Unlearning the “Rules”; Chelsey Walters
- Chapter 4. Songs of My Mother: Unraveling Violent Chords through Nonviolent Understanding; Naomi Kikue Poindexter
- Chapter 5. Mother and Peace; Yan Xu
- Chapter 6. Lessons I Learned from My Father; Emily Mortimer
- Part II. Nonviolent Companionship and Experiential Integration
- Chapter 7. Nonviolent Companionship: An Orchid, a Statue, and Faith; Cathy Bankston
- Chapter 8. Time with ᎠᎹ (Water); Lauren Rowley
- Chapter 9. The Inner Gaze of Nonviolence in Integral Ecology; Heidi Massi
- Chapter 10. A Nonviolent Relationship with the Family Farm; Kim Skarns
- Chapter 11. Walking the Path to Nonviolence; Margaret Bailey
- Chapter 12. Experiencing Indigenous Spaces; Samantha Lancaster
- Part III. Mindful Practices, Relationships, and Teaching
- Chapter 13. Cultivating Inner Peace: A Journey of Mindfulness and Nonviolent Transformation; Vanessa Jones
- Chapter 14. Healing through Practicing and Teaching Mindfulness and Yoga; Lindsay Wessinger
- Chapter 15. Mindfulness as a Practice of Nonviolence toward the Mothering Self after a Traumatic Birth; Erin Davis
- Chapter 16. Mindfulness and Post-Traumatic Reactions: An Autobiographical Inquiry; Tifanie Lyn-Brumbaugh
- Chapter 17. A Mindfulness Journey: Finding Spiritual Renewal through Contemplative Prayer; Medea Gabrielle Bendel
- Chapter 18. Compassionate Pedagogy in Second Language Education; Brian S. McKinney
- Chapter 19. The Gift of Mindfulness: A Student Affairs Staff’s Journey; Chez S Redmond
- Part IV. Intersections: Currere, Mindfulness, and Relationality
- Chapter 20. The Stranger within the Self, Healing and becoming whole; Jennifer Williams
- Chapter 21. Reckoning with the Shadow: Insights on Emotion and Creativity; Sophia Alvarez
- Chapter 22. The Meandering Self: Traversing the Path to Nonviolence; Heidi W Jenkins
Dr. Hongyu Wang is a professor in curriculum studies at Oklahoma State University-Tulsa, USA.
Dr. Jo Flory recently completed her PhD in curriculum studies at Oklahoma State University, USA. She teaches English at the high school level and freshman composition at the college level.