Literaturnachweis - Detailanzeige
Autor/in | Bach, Jacqueline |
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Titel | Disruptive Gratitude: Challenging Relationships between Fangirls and Curriculum Theory |
Quelle | In: Curriculum Inquiry, 51 (2021) 3, S.366-380 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0362-6784 |
DOI | 10.1080/03626784.2021.1941794 |
Schlagwörter | Popular Culture; Curriculum; Educational Theories; Females; Autobiographies; Power Structure; Fiction; Authors; Citations (References); Racial Bias; Gender Bias; Feminism; Audience Response Popkultur; Curricula; Lehrplan; Rahmenplan; Educational theory; Theory of education; Bildungstheorie; Weibliches Geschlecht; Autobiography; Autobiografie; Autobiographie; Fiktion; Author; Autor; Autorin; Citations; Zitat; Racial discrimination; Rassismus; Geschlechterstereotyp; Feminismus; Zuschauerverhalten |
Abstract | By pulling from the complex field of fan studies, I hope to show how fan studies, particularly fangirls and their practices, can inform the field of curriculum theory. In this article, through an autobiographical sharing of moments, I consider how fangirl practices have shaped the way I regard scholars, conferences, and relationships. I then introduce a notion of "disruptive gratitude" into understandings of both fandom and curriculum theorizing and discuss how that concept might be used as a way to interrupt those fan(girl) practices that silence, erase, and oppress. Then, I consider three moments of disruptive gratitude that demonstrate my fangirling and reflect on how those moments have shaped my interactions with the community (and a fandom) in scholarship, spaces, and structures. I conclude by theorizing how the notion of disruptive gratitude enacted through fangirl practices serves as a possible way to undertake the necessary work of curriculum theory in order to challenge the structures of the field that standardize education, demoralize the profession, and ignore inequities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |