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in Curriculum Studies: Relationality, Responsibility & Refusal
Wednesday, April 3 -
Friday, April 5, 2019
for Studies in Education,
University of Toronto, Toronto, ON, Canada
STEP 1 Complete Registration Form
STEP 2 Pay Registration Fee
a. Regular Registration: USD 45
b. Graduate Student Registration
(Waived): USD 0
For ALL presenters, the due date to
complete the registration form and to pay
the registration fee is March 25, 2019 (11:59
Presenters who are graduate students just
need to complete the registration form
(by March 25, 2019 (11:59 p.m. EST)).
Registration fee for graduate students is
“Resituating Accountability in Curriculum Studies” provokes a relational and responsible understanding of accountability. According to feminist scholar Donna Haraway accountability requires situated knowledges that are non-innocent, always partial, and entangled. Indigenous scholar Kim TallBear extends this thinking to include not only relations between human and nonhumans, but also land-based relations that are ethical and political. Presentations consider multiple and varied readings of accountability.
These might include:
feminist conceptions of accountability
The 2019, AAACS conference will be held in Tkaronto (Toronto), Treaty 13, on the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas of the Credit River. Tkaronto is well-known and widely celebrated for its diversity, as well as its openness to, and celebration, of cultural difference. A closer look at the operation of difference in the city suggests there are many Tkarontos, worlds divided deeply by entrenched racial, economic, and other markers of privilege and punishment. The celebration of the city’s cultural accomplishments often rely upon liberal notions of multiculturalism that preserve a white-settler center around which ‘others’ are invited to coalesce as welcomed guests to an established political project (Grande, 2004/2015), yet without being held to account for participating in settler colonial logics.
Within this context, and against a backdrop of rising political extremism in mainstream/whitestream Canadian and US politics, this meeting hopes to provoke critical and decolonizing engagements with accountability as described above, which work in service of equitable, anti-racist, and decolonizing futures. We wish to nurture and advance those complex conversations—reflexive, relational—which in keen critique of the present, inspire awakening and activism for just and beautiful transformations of curriculum theory and practice (Bergamo, 2018; C&P 2018).
We take up, thus, the task of rethinking curriculum studies, locally, nationally, trans-/inter-nationally, globally—a critical responsibility, as we confront both oppositions and openings in the context of ongoing change worldwide (IAACS, 2018).
As of 2017, AAACS is a non-profit organization and we are able to collect tax-deductible membership and/or registration fees.
The American Association for the Advancement of Curriculum Studies (AAACS) - the American affiliate of the International Association for the Advancement of Curriculum Studies (IAACS)- was established to support a "worldwide" - but not "uniform" - field of curriculum studies. Our hope, in establishing this organization, is to provide organizational support for a rigorous and scholarly conversation within and across national and regional borders regarding the content, context, and process of education, the organizational and intellectual center of which is the curriculum.