Myth Manhood And Curriculum

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Myth, Manhood, and Curriculum

This book explores the historicized complexities of myths of manhood through a curriculum study that examines the historical emergence of the current propagandization of attacks on manhood in US public life. Narratives about manhood and masculinity are often predicated on concepts of violence, such as the “war on men/boys,” which posits a “demasculization” of men that threatens the global white nation. In this book, Burns connects the current moral panic about manhood to a pattern of ethnonationalist and Christian nationalist ideas that pervade culture and contribute to homophobia, attacks on women’s reproductive rights, restrictions on academic freedom, free speech, and school curricula, and which were grafted onto pre-existing fears targeted against communists, socialists, and dissent. A central tenet of the curriculum studies field holds that reactivation of the past can help us to better understand the problems of the present. As such, this study connects contemporary revanchist hysteria about the need to rehabilitate manhood to similar religious, political, economic, militarist, racial, gendered, and sexualized mythologies of manhood deeply embedded in the history of the US. It also speculates on some possibilities for transcending the historicized mythologies of manhood through ethical and aesthetic engagement in the search for truth, self-cultivation, and reparation. This interdisciplinary and highly original volume will appeal to scholars, faculty, and post-graduate students in curriculum studies, teacher education, gender and sexuality studies, history, and religious studies.
Letters to the Field

Author: Boni Wozolek
language: en
Publisher: Stylus Publishing, LLC
Release Date: 2024-12-30
Letters to the Field: Curriculum Scholars’ Stories for Future Generations encapsulates a generation of scholars who revitalized the field of Curriculum Studies across North America in the mid-1970s, as well as the generations of scholars who immediately followed, all of whom are now themselves senior scholars. Rather than another edited work of reprints or new monographs, this volume seeks to do something special by providing an opportunity for this group of scholars to speak to their field about understandings they believe to be of significance. The strength of this book generally resides in two overarching factors. First, there is the depth and strength of this well-rounded, highly regarded group of scholars whose work speaks to the heart of the interdisciplinary nature of curriculum studies and curriculum theorizing. Second, as you might imagine, this is a significant moment in the United States when the very foundation of curriculum theory–critical inquiry and often an engagement with questions of race, queerness, disability, and the like–continues to be under attack in K-12 schools and universities across the United States. Contributors speak to the foundations of the field and the contemporary challenges that the field and schools of education more broadly must survive. Contributions to this important work are five to seven handwritten or, in the case of scholars who are unable to write, typed pages. There are also chapters that have accompanying photos and drawings. The reproduction of actual letters in the book lend authenticity and will appeal to readers by giving an intimate view into the thoughts and wishes of these scholars. We also understand that, similar to the challenge folks might face when handwriting a document, some writing might not be legible to all readers. Therefore, stable QR codes and/or hyperlinks to typed versions of handwritten chapters are included so that readers can easily look at typed versions alongside the handwritten work online. Letters to the Field makes an invaluable contribution to Curriculum Studies. By providing a history of the rationale used to revitalize the field, it will prove a valuable addition to the libraries of educators in a variety of disciplines.