Disruptive Gratitude: Challenging Relationships between Fangirls and Curriculum Theory

Autor/in	Bach, Jacqueline
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01