Volume 38, Issue 4 of The Review of Education, Pedagogy, and Cultural Studies

Table of Contents

Notes on Contributors

Making up the Ummah: The rhetoric of ISIS as public pedagogy

Remy Low

“Essential cogs in the innovation machine”: The discourse of innovation in Ontario educational reform

Ken Moffat, Melanie Panitch, Henry Parada, Sarah Todd, Lisa Barnoff, and Jordan Aslett

Cliché, gossip, and anecdote as supervision training

Liam Grealy

Reconciling mixed methods approaches with a community narrative model for educational research involving Aboriginal and Torres Strait Islander families

Eva Dakich, Tony Watt, and Neil Hooley

“No, do you know what your treaty rights are?” Treaty consciousness in a decolonizing frame

Chris Hiller

Volume 38, Issue 3 of The Review of Education, Pedagogy, and Cultural Studies

Table of Contents

Notes on Contributors

Circumstantial intervention: Three perspectives

Ryan King-White, Jaime R. DeLuca, and Callie Batts Maddox

On the messiness of activism from the inside: Global water charities, organizational ethnography, and the politics of change

Kyle Bunds

“He’s obviously important”: Student perceptions of a military general as a university namesake

Mary Code, Autumn Landry, Brandi Reader, Nancy Taber

The spirit of Aggieland: Neoliberalism, militarization, and football culture at Texas A&M University

Neal Ternes

Volume 38, Issue 2 of The Review of Education, Pedagogy, and Cultural Studies

Table of Contents

Notes on Contributors

Corporate schooling meets corporate media: Standards, testing, and technophilia

Kenneth J. Saltman

Where is the love? An interrogation of love in VH1’s Love and Hip Hop New York and a call to educators to respond to anti-love messages

Erica Edwards and Jennifer Esposito

Escape from Tomorrow: Disney, institutionalized whiteness, and the difficult knowledge of being

Julie C. Garlen and Jennifer A. Sandlin

Is it “bad” kids or “bad” places? Where is all the violence originating from? Youth violence in the City of Toronto

Ardavan Eizadirad

Reflecting on privileges: Defensive strategies of privileged individuals in anti-oppressive education

Katharina Walgenbach and Friederike Reher

Volume 37, Issue 5 of The Review of Education, Pedagogy, and Cultural Studies, featuring new work by scholars and public intellectuals including Peter Roberts, Richard C. Mitchell and Shannon Moore, Jason L. Endacott, Ginney P. Wright, Christian Z. Goering, Vicki S. Collet, George S. Denny and Jennifer Jennings Davis, Graham B. Slater and C. Bradford Griggs, and Kristin Lambert, Peter R. Wright, Jan Currie, and Robin Pascoe.

Table of Contents

Notes on contributors

pages 373-375

Paulo Freire and Utopian Education

Peter Roberts

pages 376-392

Muse, Ruse, Subterfuge: Transdisciplinary Praxis in Ontario’s Post-Secondary Bricolage?

Richard C. Mitchell and Shannon Moore

pages 393-413

Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

Jason L. Endacott, Ginney P. Wright, Christian Z. Goering, Vicki S. Collet, George S. Denny and Jennifer Jennings Davis

pages 414-437

Standardization and Subjection: An Autonomist Critique of Neoliberal School Reform

Graham B. Slater and C. Bradford Griggs

pages 438-459

Data-Driven Performativity: Neoliberalism’s Impact on Drama Education in Western Australian Secondary Schools

Kristin Lambert, Peter R. Wright, Jan Currie, and Robin Pascoe

pages 460-475

Volume 37, Issue 4 of The Review of Education, Pedagogy, and Cultural Studies, featuring critical work by scholars and public intellectuals including Hannah Spector, Luis S. Villacanas de Castro, Michael Cross and Vivian Atinde, Patti Silbert and Heather Jacklin, Colleen McGloin, and Kal Heer.

Table of Contents

Notes on contributors

pages 269-270

The Great Unescape: Three Mile Island, Fukushima, and Beyond

Hannah Spector

pages 271-288

“Why Should I Study English If I’m Never Going to Leave This Town?” Developing Alternative Orientations to Culture in the EFL Classroom through CAR

Luis S. Villacanas de Castro

pages 289-301

The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment

Michael Cross and Vivian Atinde

pages 308-325

“Assembling” the Ideal Learner: The School Assembly as Regulatory Ritual

Patti Silbert and Heather Jacklin

pages 226-344

Corporate Speak and “Collateral Recruitment”: Surfing the Student Body

Colleen McGloin

pages 345-358

I Thought You Were One of Us! Triumphs and Crisis When Teaching Your Own

Kal Heer

pages 359-372

June 2015 special double issue of The Review of Education, Pedagogy, and Cultural Studies, featuring critical and reflective work on the new Canadian Museum for Human Rights by Nadine Blumer, Amber Dean, Rita Kaur Dhamoon, Angela Failler, Olena Hankivsky, Peter Ives, Hee-Jung Serenity Joo, Serena Keshavjee, Erica Lehrer, Heather Milne, Julie Pelletier, Kathryn Ready, Mavis Reimer, Karen Sharma, Larissa Wodtke.

Table of Contents

Notes on Contributors

pages 91-95

Preface: Thinking Through the Museum

Erica Lehrer

pages 96- 99

Introduction: Caring for Difficult Knowledge—Prospects for the Canadian Museum for Human Rights

Angela Failler, Peter Ives and Heather Milne

pages 100- 105

Human Rights and/or Market Logic: Neoliberalism, Difficult Knowledge, and the Canadian Museum for Human Rights

Heather Milne

pages 106-124

Expanding Museum Spaces: Networks of Difficult Knowledge at and Beyond the Canadian Museum for Human Rights

Nadine Blumer

pages 125-146

The CMHR and the Ongoing Crisis of Murdered or Missing Indigenous Women: Do Museums Have a Responsibility to Care?

Amber Dean

pages 147-165

Comfort Women in Human Rights Discourse: Fetishized Testimonies, Small Museums, and the Politics of Thin Description

Hee-Jung Serenity Joo

pages 166-183

Governing Difficult Knowledge: The Canadian Museum for Human Rights and Its Publics

Karen Sharma

pages 184-206

A Lovely Building for Difficult Knowledge: The Architecture of the Canadian Museum for Human Rights

Larissa Wodtke

pages 207-226

Hope Without Consolation: Prospects for Critical Learning at the Canadian Museum for Human Rights

Angela Failler

pages 227-250

Insider/Outsider Ambiguities and the Canadian Museum for Human Rights

Julie Pelletier

pages 251-253

Do the Rights Thing?: The Canadian Museum for Human Rights and the MA in Cultural Studies at the University of Winnipeg

Kathryn Ready and Serena Keshavjee

pages 254-260

Intersectionality and the Canadian Museum for Human Rights

Rita Kaur Dhamoon and Olena Hankivsky

pages 261-263

Closings and Openings: Afterword on “Prospects for the Canadian Museum for Human Rights”

Mavis Reimer

pages 264-267

February 2015 Issue of The Review of Education, Pedagogy, and Cultural Studies, featuring exciting new work from Kevin J. Burke & Abraham DeLeon, Amber L. Wiest, David L. Andrews & Michael D. Giardina, Emma McKenna, Fida Sanjakdar, Louisa Allen, Mary Lou Rasmussen, Kathleen Quinlivan, Annette Brömdal & Clive Aspin, and Neriko Musha Doerr

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Notes on Contributors

Nomadic Teaching, Vagabond Dreaming: An Examination of the Spaces That Schools Might Become

Kevin J. Burke & Abraham DeLeon

pages 4-20

Training the Body for Healthism: Reifying Vitality In and Through the Clinical Gaze of the Neoliberal Fitness Club

Amber L. Wiest, David L. Andrews & Michael D. Giardina

pages 21-40

“The Freedom to Choose”: Neoliberalism, Feminism, and Childcare in Canada

Emma McKenna

pages 41-52

In Search of Critical Pedagogy in Sexuality Education: Visions, Imaginations, and Paradoxes

Fida Sanjakdar, Louisa Allen, Mary Lou Rasmussen, Kathleen Quinlivan, Annette Brömdal & Clive Aspin

pages 53-70

Reproduction of Difference Through Learning About a “Different Culture”: The Paradox of Double Subject Positions and the Pedagogy of the Privileged

Neriko Musha Doerr

pages 71-89

November 2014 Issue of The Review of Education, Pedagogy, and Cultural Studies, featuring exciting new work from Esther Lezra, Peter Roberts, Philip S. S. Howard, Pascale R. Bos, and Jesse Bazzul.

Table of Contents

Notes on Contributors

A Pedagogy of Empathy for a World of Atrocity

Esther Lezra

pages 343-371

Educative Suffering? Dostoevsky as Teacher

Peter Roberts

pages 372-385

Drawing Dissent: Postracialist Pedagogy, Racist Literacy, and Racial Plagiarism in Anti-Obama Political Cartoons

Philip S. S. Howard

pages 386-402

Empathy, Sympathy, Simulation? Resisting a Holocaust Pedagogy of Identification

Pascale R. Bos

pages 403-421

Critical Discourse Analysis and Science Education Texts: Employing Foucauldian Notions of Discourse and Subjectivity

Jesse Bazzul

pages 422-437