Abstract
In this article, two authors revisit qualitative research on art educators’ curriculum work in schools conducted a decade apart. By placing these studies into dialogue, they examine what is said and unsaid to reveal (dis)comforting trends in education. This narrative analysis reveals the permanence of dominant ideologies, the pull of the habitus, and the impact of teacher’s identity and positionality on curriculum and pedagogy. The authors conclude with a series of curricular (dis)comforts as invitations for envisioning and creating futurings that hold the enduring possibility for new paradigms in teaching and learning. Naming and critically reflecting on these (dis)comforts opens possibilities to move beyond the comforts of maintaining a dominant curriculum that upholds racial and class hierarchies.
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