James Jupp

Ponencia UNAM Acatlán (3/19), Universidad Iberoamericana (3/20), Universidad Pedagógica Nacional 203 de Ixtepec, Oaxaca (3/22). Es el PPT de mi ponencia en las conferencias sobre la teoría curricular itinerante en México en marzo 2024. El libro está aquí www.amazon.com/-/es/James-C-Jupp/dp/1636673538/ref=monarch_sidesheet

Las presentaciones con camaradas de la Universidad Iberoamericana y la UNPN 203 de Oaxaca estén en los vínculos debajo:

1. Presentación en la Ibero: https://www.youtube.com/live/E9g2Mch4TdA?si=GqSybeyLL2DlqzS9

2. Presentación en la UPN 203, Ixtepec: https://www.facebook.com/100039385398833/videos/737328681838629/?app=fbl

Authors in this special issue advance new directions in social science and curriculum studies through an engaged conversation with Joao Paraskeva's recent published books.  Decolonizing and decanonzing social science writ large and curriculum studies in particular, this special issue focuses on a pluriversal ecology of knowledges. The attached file has been updated to include the entire special issue published Fall 2017.

This chapter outlines Vega et al's reading of itinerant curriculum theory via the notion of deterritorializing-reterritorializing the curriculum as a form of radical decolonial praxes developed up-from-below in local communities articulated via transnational marxian-utopian traditions. Vega et al present vanguard notions of critical pedagogy as local-yet-transnational critical praxeology, in communities but with transnational utopian "ensueños".

This is a translation of Dra. Adriana Puiggrós historical analysis of Global North critical pedagogy (Illich, Apple, Giroux, Shor) and its failure to induce a viable praxis, not only in the North, but the erroneous hubristic directions and damage done in Global South contexts as well to those who followed. With publications like this and others, Dra. Puiggros articulates a Latin American grounded critical curricular-pedaogical praxis in situ but connected transnationally.

Una ponencia invitada del Grupo de Currículo Latinoamericano de la Universidad Nacional Autónoma de México, 24 de Mayo, 2022. El propósito del diálogo Sur-Sur es establecer espacios de diálogo curricular-pedagógico entre diferentes proyectos con la mirada hacia el Sur.

Our essay sketches resistant, transnational, and translanguaging traditions of the Rio Grande Valley (RGV), Aztlán and conjugates them with our critical curricular-pedagogical praxis. After an introductory section, we frame our essay between transnational intellectual traditions and critical placebased pedagogies. Following our framings, we provide a brief overview of resistant RGV traditions and render three of the tradition's books. Our discussion draws out a trio of historicized bioregional concepts that inform our learning, teaching, and research in the RGV. Finally, in our conclusion, we return to the notion of critical curricular-pedagogical praxis to advance the decolonizing imperative in critical pedagogies.

Summary

Critical White Studies (CWS) refers to an oppositional and interdisciplinary body of historical, social science, literary, and aesthetic intellectual production that critically examines White people’s individual, collective, social, and historical experiences.  CWS reflexively assumes the embeddedness of researcher identities within the research, including the different positionalities of White researchers and researchers of Color within White supremacy writ large as well as whiteness in the social sciences and curriculum theory.

As an expression of the historical consciousness shift sparked by anglophone but also francophone African-Atlantic and pan-African intellectuals, CWS emerged within the 20th century’s emancipatory social sciences tied to Global South independence movements and Global North civil rights upheavals.  Initiated by cultural studies theorists Stuart Hall and Dick Dyer in the early 80s, CWS has proliferated through two waves.

CWS’ first-wave (1980-2000) advanced a race-evasive analytical arc with the following ontological and epistemological conceptual-empirical emphases: whiteness as hegemonic normativity, White identity and nation building, White privilege and property, and White colorblind racism and race-evasion.  CWS’ second-wave (2000-2020) advanced an anti-essentializing analytical arc with pedagogical conceptual-empirical emphases: White materiality and place, White complexities and relationalities, Whiteness and ethics, and social psychoanalyses in whiteness pedagogies.  Always controversial,  CWS proliferated as “hot topic” in social sciences throughout the 90s.  Regarding catalytic validity, several of CWS’ concepts entered mass media and popular discussions in 2020 to understand White police violence against Black men – violence of which George Floyd’s murder is emblematic.

In curriculum theory, CWS forged two main “in-ways.”  In the 1990s, CWS entered the field through Henry Giroux, Joe Kincheloe, Shirley Steinberg and colleagues who advanced  critical whiteness pedagogies.  This line of research is differently continued by Tim Lensmire and his colleagues Sam Tanner, Zac Casey, Shannon Macmanimon, Erin Miller, and others.  CWS also entered curriculum theory via the field of White teacher identity studies advanced by Sherry Marx and then further synthesized by Jim Jupp, Theodorea Berry, Tim Lensmire, Alisa Leckie, Nolan Cabrera, and Jamie Utt.  White teacher identity studies is frequently applied to work on predominantly White teacher education programs.
Besides these in-ways, CWS’ conceptual production, especially the notion of “whiteness as hegemonic normativity” or whiteness, disrupted whitened business-as-usual in curriculum theory between 2006 and 2020.  Scholars of Color supported by a few White scholars called out curriculum theory’s whiteness and demanded change toward a field that centered on race-based epistemologies and indigenous cosmovisions in conferences and journals.  CWS might play a role in working through the as-of-yet unresolved conflict over the futurity of curriculum theory as a predominantly White space.

A better historicized CWS that takes on questions of coloniality of power, being, and knowledge informed by feminist, decolonial, and psychoanalytic resources provides one possible futurity for CWS in curriculum theory.  In this futurity, CWS is relocated as one dimension of a broad array of criticalities within curriculum theory’s critical pedagogies.  This re-located CWS might advance psychoanalytically-informed whiteness pedagogies that grapple with the overarching question: Can whiteness and White identities be decolonized?  This field would include European critical psychoanalytic social sciences along with feminist and decolonial resources to advance a transformative shift in consciousness.

En nuestro ensayo, avanzamos un bosquejo preliminar del currículo decolonial-hispanófono y extendemos una invitación al diálogo Sur-Sur entre alumnos, docentes, o activistas-educadores de distintas tradiciones intelectuales de las geo-regiones denominadas «las Américas». Después de compartir unas definiciones, planteamos la problemática del trabajo curricular-pedagógico dentro de las colonias históricas y la colonialidad presente. Planteado de esta manera, proporcionamos un bosquejo preliminar del currículo decolonial-hispanófono como una dimensión de un proyecto decolonial transnacional, contextual, y relacional. A base del bosquejo, teorizamos tres conceptos historizados emergentes: (a) la historicidad del pensamiento decolonial, (b) la conceptualización mestiza, y (c) la comunalidad/pluriversalidad. Concluimos el ensayo con una invitación al diálogo transnacional Sur-Sur. Términos claves: colonialidad, currículo decolonial, pedagogía decolonial, teoría curricular itinerante.

In our essay, we advance a preliminary sketch of decolonial-Hispanophone curriculum and extend an invitation for a South-South dialogue between students, teachers, or activist educators from distinct intellectual traditions of the geo-regions called “the Americas.” After sharing provisional definitions, we plant the problem of doing curricular-pedagogical work within a historical trajectory emphasizing historical colonies and present-day coloniality. Planted in this way, we provide a preliminary sketch of decolonial-Hispanophone curriculum as one dimension of a transnational, contextual, and relational decolonial project. From this sketch, we theorize three historicized concepts: (a) the historicity of decolonial thought, (b) mestizx conceptualization, and (c) communality/pluriversality. We conclude the essay with an invitation for transnational South-South dialogue.

Keywords: coloniality, decolonial curriculum, decolonial pedagogy, itinerant curriculum theory.

This is an encyclopedia entry on Second-Wave Critical White Studies, shared in draft form.  This is an advanced publication from Critical understandings in education encyclopedia: Critical whiteness studies.  This article provides an intellectual history of Critical White Studies' development between the early 2000s and the present.

Background/Context
With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms.
Purpose/Objective/Research Question/Focus of Study
Deploying the framework of color blind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from twenty-five years of research?
Research Design
In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost.  The simple and general search term “White teachers” conducted using year-by-year parameters provided most systematic net for capturing relevant studies.  In narrowing our focus, we developed the following criteria: (a) White teachers as central topic; (b) analytical emphases on color blind racism; (c) publication in peer-reviewed journals; (d) use of qualitative and/or narrative research methodologies; and, (e) publication date between 1990 and 2015.
Data Collection and Analysis
Our general search yielded one-hundred and thirty-six (N = 136) peer-reviewed empirical qualitative and/or narrative studies between 1990 and 2015, and after narrowing our criteria, we found forty-seven race-evasive White teacher identity studies (n = 47, 47/136) that we reviewed here. Each study in the document universe was abstracted, added to a spreadsheet, and categorized by emergent themes.
Findings/Results
The following five themes emerged and developed over the last twenty five years: (a) racialized silence and invisibility (9/47), (b) resistance and active reconstruction of White privilege (12/47), (c) whiteness in institutional and social contexts (8/47), (d) fertile paradoxes in new research (9/47), and (e) reflexive whiteness pedagogies (9/47).
Conclusions/Recommendations
We believe our literature review identifies the complex contours of White preservice and in-service teachers’ silence, resistance to, engagement in, and pedagogical grappling with racism, whiteness, and White privilege. The importance of preservice and in-service teachers being able to engage, understand, and challenge these issues becomes critically important at our crossroads in the present, especially given the recent election that bolstered open and tacit White supremacists into power. If White teachers are to engage racism, whiteness, and White privilege, they must do so with as opposed to for their students in a Freirean sense.  If teaching for social justice is important, renewed interest and investment in White teacher identity studies and related whiteness pedagogies is key for the next twenty five years.

This is an encyclopedia entry on White Teacher Identity Studies (WTIS), shared in draft form.  This is an advanced publication from Critical understandings in education encyclopedia: Critical whiteness studies.  This entry provides the definition, history, development, and contributions of WTIS in an abbreviated statement.

This critical review essay discusses three new sole-authored books’ contributions to the field of White teacher identity studies: Cheryl Matias’s Feeling White, Timothy Lensmire’s White Folks, and Christine Sleeter’s The Inheritance.  After providing a brief intellectual history of White teacher identity studies, this essay characterizes Matias, Lensmire, and Sleeter’s books, and then it discusses their contributions to White teacher identity studies, especially as these books inform the identity formation of White preservice and in-service teachers.  Overall, this essay extols these new books as exemplars of whiteness pedagogies that not only advance the field of White teacher identity studies but also add new directions to critical White studies.  Finally, this essay emphasizes the importance of these three sole-authored books within decolonizing theory and practice.

Key words: White teachers, whiteness pedagogies, White teacher identity studies, and critical White studies

In support of the special issue of Whiteness and Education “White Scholars Working against Whiteness,” the author approaches the research question: What learning is needed for White teachers’ race-visible teaching?  Through a topical life history reflection adding to second-wave White teacher identity studies, the author narrates racialized curriculum recoding of cherished knowledge as one component of teacher education instructors’ work with White preservice and in-service teachers.  Providing this narrative, the author recounts the creative-destruction of his own cherished knowledge of “the radicalism of the American Revolution.”  In the discussion and conclusion, the author discusses implications of racialized curriculum recoding for race-visible teaching in teacher education.

This life history reflection aims to constitute, generate, and proliferate complex progressive masculinities for male teachers and advance notions of progressive masculinities writ large in education and elsewhere. This reflection, working with life story interviews of white male teachers in US inner-city schools, positions this research within the researcher’s life history. Informed by existing literatures on male teachers emphasising crisis-shortage and gender workplace issues, this reflection expands these literatures by developing life narrative concepts that replace static masculinities with narrativised identifications, lived counternarratives, and contradictory progressive masculinities. Key to respondents’ progressive
masculinities, this life history reflection provides four lived counternarratives including respondents’ illegal drug use, process spirituality, alternative media, and critical politics. Through these counternarratives, respondents’ contradictory
progressive masculinities emerge as bifurcated phenomena that reify privileges yet drive respondents, precariously situated between nihilistic impotency and political potential, towards passively conjugated alliances with subaltern others.

This is the classic poem by Rodolfo Gonzales. I'm uploading it here to make this available as a resource for conscientizing preservice and professional teachers. I did not write this; it's an important piece of literature that is out of print and currently costs $100.00 on Amazon.  There are other "net versions," but they do not include the artwork which is significant. Please use this with preservice and professional teachers as it provides an important representation of Latin@ American cultural memory that exists in "bilingual" translation side by side.

We write this book review as the Testimonio Study Group (TSG). The TSG is an emergent, growing, and open-ended research collective whose members have been Texas residents with strong ties to the education systems of the US/Mexico Borderlands and Latin America. We write this review of Dolores Delgado Bernal, Rebecca Burciaga, and Judith Flores Carmona’s Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice to express a debt of gratitude to Delgado Bernal et al.’s edited volume for advancing testimonio research in education and for advancing decolonizing and transcontinental testimonio traditions in education research. In this review, we situate the book within the emergent scholarship on Chicana feminist research epistemology and characterize its contents by exploring three chapters that are representative of the book’s contents. We conclude this review with an invitation to a subjunctive dialog emphasizing the view to the South, or la mirada al Sur, as old/new historicized, decolonizing, and transcontinental direction for testimonio research in education.

Tyler, R. (2013). Basic principles of curriculum and instruction with Forward by Peter S. Hlebowitsh. Chicago, IL: University of Chicago Press. (Original work published 1949)

Ralph Tyler’s (1949/2013) Basic Principles of Curriculum and Instruction (BPoCI) represented the perfect ideological tonic for culminating the historical epoch of curriculum theorizing between 1892 and 1958. Emphasizing the professional bureaucratization of its epoch, Tyler’s BPoCI and the Tyler rationale provided (and continue to provide) the hegemonic logic in curriculum design and development that you can simply not not want in the historical present.

This is part of re-reading, this spring, Freire's notion of emancipatory education with the Aztlán Study Group. My notes were taken back in the early 2000s, updated and revised for sharing. Thanks to my students on the re-freshed re-reading, which emerged as central to our dialogue.

This volume is composed of two works. The two works were translated and published together as Education for Critical Consciousness in 1974 after the translation and publication of Pedagogy of the Oppressed in 1970. The first work in this volume is Education as the Practice of Freedom. This is a revision and re-edited version of Freire's thesis (not a doctoral dissertation) presented upon hiring in the Faculty of Arts and Letters in Pernambuco in 1959. The second book is from Freire's work with the democratically elected Allende regime (1970-1973) in Chile that was later overthrown by Nixon and Kissinger's CIA in 1973. This second book provided social-historical foundations for his efforts in the Agricultural Extension program under the Allende regime. The second book in the volume is Extension of Communication. Both Education as the Practice of Freedom and Extension or Communication were short books published in 1967, the former taken from his dissertation upon being hired in Pernambuco in 1959 and the latter as part of his work in Chilé.

Presentación • Como comenzamos a avanzar el currículo universitario de los 90s. La AdA nos enfatiza que (1) el currículo está en crisis, (2) el mito de currículo se presenta como la complicada desenvoltura de las perspectivas, (3) la globalización representa las condiciones actuales del trabajo. Por lo tanto la AdA enfatiza la crisis, el mito, y la perspectiva. Lo que se presenta aquí es un breviario para enfrentar "al campo del curriculum en países como el nuestro" (p. 16). • El volumen intenta combinar los trabajos centrales de diferentes grupos de estudio desde los EU, Inglaterra, y América Latina. Con Schwab, enfrentamos la tecnicidad del curriculum. Sin embargo, la crítica de la tecnicidad funciona como "un mito que obstaculiza las transformaciones curriculares" (p. 17). México y América Latina han sido sedes de los discursos curriculares críticos. El mito es que "el discurso cobra sentido en sí mismo y no en su capacidad de afectación y transformación de las instituciones" (p. 17). • La crisis, nos hace recordar AdA, es de la izquierda. Necesitamos poder transformar las condiciones presentes en "la construcción de una utopía social nueva y posible" (p. 18). De tal manera "el curriculum universitario debe constituirse en una posibilidad para desarrollar de las más complejas e importantes capacidades humanas: la capacidad de pensar" (p. 18). • ¿Qué hacemos para organizarnos ante los cambios, en especial, ante los cambios generados de la globalización, los mercados, y el libre comercio? ¿Cómo se puede constituir sujetos hacia una utopía social nueva? Necesitamos un curriculum que avanza la capacidad de pensar.

This is the syllabus for EDFR 8307. This course focuses on qualitative, narrative, and testimonio research in education.  The trajectory of this course is to advance testimonio research in education toward aesthetic production of fictionalized and poetic testimonio research.

This is the reading schedule only for the EDCI 6374.  This course is an application of the decolonizing education sciences within the context of the Rio Grande Valley.  The course focuses on place-based culturally and linguistically sustaining contexts.