The Abandonment of Hope: Curriculum Theory and White Moral Responsibility

Maudlin, Julie Garlen

doi:10.1080/15505170.2014.968747

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…The notion of deficit thinking has a long history in education circles, at times expressed in the discriminatory belief that school failure, particularly for marginalised students, can be attributed to inherent deficiencies including cognition, motivation, family function and/or cultural competency (Swadener, 1995; Valencia, 1997). This model, ‘rooted in ignorance, classism, racism, sexism, pseudoscience, and methodologically flawed research’ (Valencia, 1997, p. xii), is further moored in Enlightenment notions of humanity that privilege a White European subject as the pinnacle of progress (Maudlin, 2014). Brought to bear on the construct of childhood, a deficit perspective privileges inexperience while pathologising experience.…”

Section: The Innocence/experience Binary In Practicementioning

confidence: 99%

Childhood innocence and experience: Memory, discourse and practice

et al. 2020

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This article examines how childhood innocence is taken up in (92) memories of undergraduate students across four sites in the US and Canada. Drawing from Foucault's theory of discourse, we examine how three themes—innocence as not knowing, innocence as being provided for, and loss of innocence as exposure to adversity—construct childhood as the absence of conflict, which perpetuates the myth of an innocence/experience binary and encourages a deficit perspective of childhood. These findings contribute to teacher education and childhood studies by highlighting the importance of interrogating adult memories in order to disrupt normative assumptions about children.

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Section: The Innocence/experience Binary In Practicementioning

confidence: 99%

Childhood innocence and experience: Memory, discourse and practice

et al. 2020

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“…This paradoxically active/passive choice can signal an ultimate affirmation of life that is a kind of freedom-in-inescapability, a freedom that arises from the productive possibility engendered by the acceptance of “the now not as we wish it to be but as it is , in all of its difficulty” (Maudlin, 2014: 149, italics in original). For us, in particular, the acceptance of inescapability involves an acknowledgement that Disney’s pedagogies of pleasure teach us into a sanitized escape from the complexities of life that perpetuates white heteropatriarchal privilege.…”

Section: Accepting Inescapabilitymentioning

confidence: 99%

Disney’s pedagogies of pleasure and the eternal recurrence of whiteness

Sandlin

Maudlin

2015

Journal of Consumer Culture

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In this article, we examine how Disney participates in an affective economy through an analysis of how it engages with pleasure, and ask questions about what Disney's manufacturing and selling of pleasure does, pedagogically. We posit that Disney's pedagogies of pleasure, which operate from the notion that escape is attainable via the pleasurable experiences offered at Disney parks, teach us how to be particular kinds of Disney subjects who escape into safe and controlled forms of pleasure -these escape fantasies offer a way for consumers to disavow the racism and white supremacy that characterize Western humanist and colonialist projects. Then, through a reading of Escape From Tomorrow, a recent surrealist horror film that explores the ''dark side'' of the ''Happiest Place on Earth,'' we analyze how pleasure and the false promise of escape from conflict are illustrated in the film. We take up Nietzsche's concept of ''eternal recurrence'' to explore the inescapability of our own complicity in the perpetuation of white, heteropatriarchal narratives through our repetitive affective engagements with Disney. Finally, we explore how an acceptance of inescapability demands that we acknowledge how we are complicit in the perpetuation of white supremacy through our engagements with Disney's pedagogies of pleasure. We argue that this acceptance is not a nihilistic trap that suggests only an unbearable despair but an active choice that holds productive potential for acknowledging and exposing the racist myths of Western humanism perpetuated through Disney's pedagogies of pleasure.

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The intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW Stage 5 History syllabus

Morris

Burgess

2018

Curric Perspect

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The Abandonment of Hope: Curriculum Theory and White Moral Responsibility

Cited by 6 publications

References 16 publications

Childhood innocence and experience: Memory, discourse and practice

Childhood innocence and experience: Memory, discourse and practice

Disney’s pedagogies of pleasure and the eternal recurrence of whiteness

The intellectual quality and inclusivity of Aboriginal and Torres Strait Islander content in the NSW Stage 5 History syllabus

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