Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.

part Part I|66 pages

Thinking Through the Poetic

chapter 1|24 pages

The Curriculum of Wonder

Poetry as Play, Prophecy, and Pedagogy
ByCarl Leggo

chapter 2|12 pages

Poetic Osmosis

Revealing the Fluid Edges of Community Through Poetic Representation in a Narrative Inquiry of Curriculum Making and Community
ByC. L. Clarke, M. Shaun Murphy

chapter 3|14 pages

The Poetics of Relationship

Thinking Through Personal Pedagogy Across Time Using Narrative Inquiry and Poetic Inquiry
ByJohn J. Guiney Yallop, Carmen Shields

chapter 4|12 pages

The Strong Poets as Unconscious Mentor Metaphors

BySean Wiebe

part Part II|50 pages

Traumatizing Moments in Education: The Painfully Undesired

chapter 5|3 pages


ByJenna Tenn-Yuk

chapter 6|17 pages

The Strong Poetry of Won Alexander Cumyow

Rethinking Solidarity Across Time and Place
ByTimothy J. Stanley

chapter 7|13 pages

Trackin' the Arab Uprisings

Battlin' the Imperial Production of Death in the Post-9/11 World Through Arab Hip Hop
ByChandni Desai

chapter 8|13 pages

Provoking Digital Common Sense

Reddit, Racialized Language, and the Final Vocabulary of Race
ByBryan Smith

part Part III|82 pages

Narrating the Strong Poetry of the Unconscious

chapter 9|13 pages

Copying and Creativity

On the Strong Poetry of Psychoanalysis
ByLisa Farley

chapter 10|16 pages

“And Yet”

Storying Complexity in Teacher Narratives
ByAmarou Yoder, Teresa Strong-Wilson

chapter 11|11 pages

Digital Dreamwork

Becoming Teachers' Stories of Trauma
ByLinda Radford, Avril Aitken

chapter 12|12 pages

The Reader's Read and the Dreamer's Dream

Fringing the Unconscious
ByDavid Lewkowich

chapter 13|12 pages

Un/Bearable Witnessing

Sexual Scandal, Historical Trauma, and Literature of Historical Witness in Monsieur Lazhar
ByJane Griffith, Cristyne Hébert

chapter 14|14 pages

Mindfully Changing the Metaphors by Which We Live

The Fox and the Lotus Flower
ByRebecca Lloyd, Vanessa Hermans

part Part IV|74 pages

Stories We Live By: Desiring Curricular Moments of Hope

chapter 15|8 pages

Our Problem Lies in Our Thinking

ByWilliam E. Doll

chapter 16|14 pages

From Vigour to Rigour

Tensionality and Ontario's Unbalanced Curriculum, 1963–2013
ByKurt W. Clausen

chapter 17|8 pages

Pedagogically Succeeding in Life

Executing a Consequently Unprepared Program (In Memory of Dr. Geoffrey Milburn 1931–2012)
ByDouglas D. Karrow

chapter 18|10 pages

A Dissertation / Not a Dissertation

Working the Tensioned Spaces of Aokian Discourse
ByDiane P. Watt

chapter 19|11 pages

On the Pedagogy of a Folded Napkin

Lessons of Delight From the Observation of Children
ByScott Hughes

chapter 20|9 pages

Living ‘a' Life as Strong Poets

ByNikki Rotas