Janet L Miller | Columbia University (original) (raw)
Papers by Janet L Miller
Currículo sem Fronteiras, Dec 1, 2022
O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empre... more O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empreendedorismo e projeto de vida ganham destaque. Mobiliza a noção de performatividade, tal como formulada por Judith Butler, para entender o funcionamento da norma neoliberal e a indução de vulnerabilidade e precariedade que ela provoca. Tal noção é utilizada tanto para denunciar como funcionam as ficções ontológicas, assim como é apresentada como reivindicação política. A crítica da reforma é construída em torno do argumento de que ela põe em funcionamento uma ontologia individualista do sujeito autônomo, que, ademais, também circula em parte da teorização pedagógica crítica. A partir dessa crítica, o texto discute um currículo "outro" alicerçado em uma concepção relacional da ontologia.
Critiques the total-school-reform strategy and advocates an alternative strategy: situated school... more Critiques the total-school-reform strategy and advocates an alternative strategy: situated school reform and research
Provides an autobiographical female perspective on curriculum content and gender concerns
Reports personal quest among two students and herself to develop meaningful professional discourse
Gives a personal expression of the evolution of the author\u27s thought on the curriculum field a... more Gives a personal expression of the evolution of the author\u27s thought on the curriculum field and its recent transformation
Recalls the origin and development of the JCT journal, the associated annual conferences, and the... more Recalls the origin and development of the JCT journal, the associated annual conferences, and the key players and guiding ideas throughout
Moving away from technical–rational emphases in curriculum development, where curriculum is conce... more Moving away from technical–rational emphases in curriculum development, where curriculum is conceived as predetermined content that is covered in linear and accumulative ways, those involved in curriculum studies and practices, who work from poststructuralist perspectives, assume the curriculum to be political and discursive creations. Addressing issues of power, these scholars, teachers, and curriculum developers examine not only what and whose determinations and creations of knowledge count, but also how and under what conditions particular discourses come to shape what gets constructed as curriculum. They study what and how cultural and social customs constitute, reproduce, or call into question what is generally assumed to be educational content, how and in what sequences it supposedly might be learned, and how these processes, in turn, partially compose educational identities and practices.
Expands and updates her 1999 article with the same title; provides a personal history of work ema... more Expands and updates her 1999 article with the same title; provides a personal history of work emanating from participants in the Bergamo Conferences and from the JCT: The Journal of Curriculum Theorizing
Contains a compilation of the author\u27s writings over a period of thirty years
Teachers College Record: The Voice of Scholarship in Education, 1993
I recently sat through countless faculty meetings called in response to accreditation pressures a... more I recently sat through countless faculty meetings called in response to accreditation pressures and labeled on our agendas as "final urgent discussions" about curriculum and knowledge bases. Even though I had participated in several years of discussions about our School of Education's undergraduate and graduate programs, I still felt detached from the accreditation agency's reified definitions of curriculum that necessarily guided our deliberations. Within those definitions, I felt encased like the books, shelved according to someone else's categorizations of knowledge, that lined the walls of our meeting space. And so, in those end-of-semester conversations, I could only watch spring erupting around me in the dogwood blossoms of pink and white that framed the windows of the School of Education conference room, as my colleagues and I wrestled with narrow conceptions of curriculum that emphasized linear and sequential approaches to design, development, and evaluation of courses of study.
Teachers College Record: The Voice of Scholarship in Education, 1994
Sandra Hollingsworth and Janet Miller are middle-class, white, women professors and teacher educa... more Sandra Hollingsworth and Janet Miller are middle-class, white, women professors and teacher educators in their forties who also have been engaged in separate six-year-long teacher-researcher collaboratives. They agreed to co-create this chapter as a series of conversational letters which would both explore the issue of "gender equity" in teacher research and help them get to know each orher personally and professionally. Drawing upon the histories that ground their personal experiences, the authors reflect in their writings about teacher research from various feminist perspectives on achieving gender equity and social change in schools. In particular, the authors speak personally about the complexities of social positions, values, relations, and political imperatives in accomplishing such a charge. Janet Miller begins the conversation by writing to Sandra (Sam) Hollingsworth.
Journal of Curriculum Theorizing, 1979
JCT: Journal of Curriculum Theorizing, 1979
n/
Journal of curriculum theorizing, 2020
thinking through their language and understand that their language unites them as a people and di... more thinking through their language and understand that their language unites them as a people and distinguishes themselves from others. Finnegan’s ethnographic evidence, consequently, “demonstrates the dangers of employing literacy as a diagnostic category for making generalizations about types of societies or, more perniciously, using it to rank them in some evolutionary schema” (Collins & Blot, 2003, p. 49). Lee Examining the Plurality Journal of Curriculum Theorizing ♦ Volume 35, Number 1, 2020 48 In her work to dismantle the distinction between the oral and the written, Finnegan (1978) also analyzed oral poetry (unwritten poetry) and written texts. Most oral poetry in this century is likely to be produced by people who have at least some contact, however indirect, with the wider world in general—and with writing and its products in particular. The result is a continual and fruitful interplay between oral and written forms of literary expression. (Finnegan, 1978, p. 2) Finnegan’s ...
Oxford Research Encyclopedia of Education
Maxine Greene, internationally renowned educator, never regarded her work as situated within the ... more Maxine Greene, internationally renowned educator, never regarded her work as situated within the field of curriculum studies per se. Rather, she consistently spoke of herself as an existential phenomenological philosopher of education working across multidisciplinary perspectives. Simultaneously, however, Greene persistently and passionately argued for all conceptions and enactments of curriculum as necessarily engaging with literature and the arts. She regarded these as vital in addressing the complexities of “curriculum” conceptualized as lived experience. Specifically, Greene regarded the arts and imaginative literature as able to enliven curriculum as lived experience, as aspects of persons’ expansive and inclusive learnings. Such learnings, for Greene, included the taking of necessary actions toward the creating of just and humane living and learning contexts for all. In particular, Greene supported her contentions via her theorizing of “social imagination” and its accompanying...
Journal of curriculum and supervision, 1986
EJ331288 - Women as Teachers: Enlarging Conversations on Issues of Gender and Self-Concept.
Currículo sem Fronteiras, Dec 1, 2022
O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empre... more O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empreendedorismo e projeto de vida ganham destaque. Mobiliza a noção de performatividade, tal como formulada por Judith Butler, para entender o funcionamento da norma neoliberal e a indução de vulnerabilidade e precariedade que ela provoca. Tal noção é utilizada tanto para denunciar como funcionam as ficções ontológicas, assim como é apresentada como reivindicação política. A crítica da reforma é construída em torno do argumento de que ela põe em funcionamento uma ontologia individualista do sujeito autônomo, que, ademais, também circula em parte da teorização pedagógica crítica. A partir dessa crítica, o texto discute um currículo "outro" alicerçado em uma concepção relacional da ontologia.
Critiques the total-school-reform strategy and advocates an alternative strategy: situated school... more Critiques the total-school-reform strategy and advocates an alternative strategy: situated school reform and research
Provides an autobiographical female perspective on curriculum content and gender concerns
Reports personal quest among two students and herself to develop meaningful professional discourse
Gives a personal expression of the evolution of the author\u27s thought on the curriculum field a... more Gives a personal expression of the evolution of the author\u27s thought on the curriculum field and its recent transformation
Recalls the origin and development of the JCT journal, the associated annual conferences, and the... more Recalls the origin and development of the JCT journal, the associated annual conferences, and the key players and guiding ideas throughout
Moving away from technical–rational emphases in curriculum development, where curriculum is conce... more Moving away from technical–rational emphases in curriculum development, where curriculum is conceived as predetermined content that is covered in linear and accumulative ways, those involved in curriculum studies and practices, who work from poststructuralist perspectives, assume the curriculum to be political and discursive creations. Addressing issues of power, these scholars, teachers, and curriculum developers examine not only what and whose determinations and creations of knowledge count, but also how and under what conditions particular discourses come to shape what gets constructed as curriculum. They study what and how cultural and social customs constitute, reproduce, or call into question what is generally assumed to be educational content, how and in what sequences it supposedly might be learned, and how these processes, in turn, partially compose educational identities and practices.
Expands and updates her 1999 article with the same title; provides a personal history of work ema... more Expands and updates her 1999 article with the same title; provides a personal history of work emanating from participants in the Bergamo Conferences and from the JCT: The Journal of Curriculum Theorizing
Contains a compilation of the author\u27s writings over a period of thirty years
Teachers College Record: The Voice of Scholarship in Education, 1993
I recently sat through countless faculty meetings called in response to accreditation pressures a... more I recently sat through countless faculty meetings called in response to accreditation pressures and labeled on our agendas as "final urgent discussions" about curriculum and knowledge bases. Even though I had participated in several years of discussions about our School of Education's undergraduate and graduate programs, I still felt detached from the accreditation agency's reified definitions of curriculum that necessarily guided our deliberations. Within those definitions, I felt encased like the books, shelved according to someone else's categorizations of knowledge, that lined the walls of our meeting space. And so, in those end-of-semester conversations, I could only watch spring erupting around me in the dogwood blossoms of pink and white that framed the windows of the School of Education conference room, as my colleagues and I wrestled with narrow conceptions of curriculum that emphasized linear and sequential approaches to design, development, and evaluation of courses of study.
Teachers College Record: The Voice of Scholarship in Education, 1994
Sandra Hollingsworth and Janet Miller are middle-class, white, women professors and teacher educa... more Sandra Hollingsworth and Janet Miller are middle-class, white, women professors and teacher educators in their forties who also have been engaged in separate six-year-long teacher-researcher collaboratives. They agreed to co-create this chapter as a series of conversational letters which would both explore the issue of "gender equity" in teacher research and help them get to know each orher personally and professionally. Drawing upon the histories that ground their personal experiences, the authors reflect in their writings about teacher research from various feminist perspectives on achieving gender equity and social change in schools. In particular, the authors speak personally about the complexities of social positions, values, relations, and political imperatives in accomplishing such a charge. Janet Miller begins the conversation by writing to Sandra (Sam) Hollingsworth.
Journal of Curriculum Theorizing, 1979
JCT: Journal of Curriculum Theorizing, 1979
n/
Journal of curriculum theorizing, 2020
thinking through their language and understand that their language unites them as a people and di... more thinking through their language and understand that their language unites them as a people and distinguishes themselves from others. Finnegan’s ethnographic evidence, consequently, “demonstrates the dangers of employing literacy as a diagnostic category for making generalizations about types of societies or, more perniciously, using it to rank them in some evolutionary schema” (Collins & Blot, 2003, p. 49). Lee Examining the Plurality Journal of Curriculum Theorizing ♦ Volume 35, Number 1, 2020 48 In her work to dismantle the distinction between the oral and the written, Finnegan (1978) also analyzed oral poetry (unwritten poetry) and written texts. Most oral poetry in this century is likely to be produced by people who have at least some contact, however indirect, with the wider world in general—and with writing and its products in particular. The result is a continual and fruitful interplay between oral and written forms of literary expression. (Finnegan, 1978, p. 2) Finnegan’s ...
Oxford Research Encyclopedia of Education
Maxine Greene, internationally renowned educator, never regarded her work as situated within the ... more Maxine Greene, internationally renowned educator, never regarded her work as situated within the field of curriculum studies per se. Rather, she consistently spoke of herself as an existential phenomenological philosopher of education working across multidisciplinary perspectives. Simultaneously, however, Greene persistently and passionately argued for all conceptions and enactments of curriculum as necessarily engaging with literature and the arts. She regarded these as vital in addressing the complexities of “curriculum” conceptualized as lived experience. Specifically, Greene regarded the arts and imaginative literature as able to enliven curriculum as lived experience, as aspects of persons’ expansive and inclusive learnings. Such learnings, for Greene, included the taking of necessary actions toward the creating of just and humane living and learning contexts for all. In particular, Greene supported her contentions via her theorizing of “social imagination” and its accompanying...
Journal of curriculum and supervision, 1986
EJ331288 - Women as Teachers: Enlarging Conversations on Issues of Gender and Self-Concept.