This paper challenges the reduced understanding of schools as places for students to learn the useful towards tomorrow and explores alternate languages to understand schools more educationally. It mainly appropriates Agamben’s and Lewis’ conceptualizations of impotentiality with particular attention to its relevance to and implications for education. Allegory as a curriculum concept is adopted methodologically to unpack and reactivate the fragmented, nuanced and autobiographical stories, exploring what might count as living impotentially. Through the allegorical re-searching in my own stories in relationship with others, I find that living impotentially involves overlapping and recursive moments, including yielding and suspending, wondering and wandering and dis/re/connecting, which jointly contribute to one’s becoming/unbecoming and doing/undoing. Finally, I briefly discuss Laozi’s dao and how it could speak to impotentiality in dao’s dynamic stillness. Skhole, a place originally meant for free time, yearns for a space of impotentiality, inviting each one of us to return to ourselves, to understand ourselves better as a human being.

The responsiveness of education to development is dependent on the extent that the education system prepares the young for the current changing roles of the work environment, requirements, and demands of the world. Accelerating programs are the curricular innovations to prepare students for college academic rigor and expectations. These curricular innovations are compared in terms of their theoretical intents, curriculum, instructor eligibility and training, settings for delivery, student participation, funding, instructional process and assessment. The key objective of these curricular innovations is building college readiness through exposing students to college academic rigor, experience, and expectations. The comparative analysis shows that the International Baccalaureate and Advanced Placement programs highly emphasize building college readiness through the advanced college-level standard curriculum and rigorous teaching-learning process before college while they also badge college readiness. Unlike the International Baccalaureate and Advanced Placement, the Dual Enrollment is highly focused on building college readiness through exposing the students to the college curriculum and teaching-learning environment before college entry while it also badges college readiness. The former Ethiopian Freshman Program curriculum, the current Preparatory for Higher Education curriculum, was moved down to high school with the intent that it prepares students for college academic rigor and experience. However, it is highly focused on building college readiness without exposing students to college experiences and without badging college readiness. Other strengths and weaknesses of these curricular innovations have also been discussed in the review using empirical research findings.

As COVID-19 mutates and as our response to the virus evolves, this Literary Metissage documents our early reactions to the pandemics as phases or strands. Strand I, Navigating A Global Stand Still At Viral Speed, highlights our shock and incredulity. Strand II, Mediated: Slow Going - Virtually Alone, speaks to our slow acceptance of the situation and our readiness to begin adapting to it. Strand III, Social Distancing: Reflections Toward A Way Forward, engages with a phase of deep reflection and thought about the negative and positive implications of COVID-19 on and for shaping the social conditions of the world we live in.

This paper argues that the notion of identity amongst Indian migrants has not ruptured as a result of globalization or Westernization. Given the focus of this paper, to understand the global reframing of cultural identity in immigrant communities, globalization theories from the perspective of the social sciences and empirical evidence from studies on Indian migrant families were analyzed. The aspects of globalization considered to have an impact on cultural identity included westernization, cultural change, global media, consumerism and communication technologies. The analysis points toward the trends of homogenization and hybridization of culture which have become the features of the Globalized era in the 21st century.

In this article I write to know and begin a conversation about how to co-create and sustain ecological learning webs in tertiary pedagogies. It is positioned in applied social ecology using creative arts, critical thinking - including critical autobiography - as pedagogical approaches in a 100 Level undergraduate unit Learning and Creativity at the University of Western Sydney. The article gives examples of and explores specific experiential based pedagogical approaches with an exploration of the relevant theory along with student feedback on the pedagogies discussed. Praxis using creative arts and critical thinking provides a model for critical sustainable engaged tertiary pedagogies. Being positioned within a social ecology mapping of the inter-relationship between the personal, the social/political/cultural; the environment and the spiritual enables students to learn in a holistic and response-able manner and places them at the centre of their learning. Writing to know illuminated how working in the ways I do simultaneously allows me as teacher to participate as a learner and in doing so, sustain my teaching. Be-ing teacher/learner inside do-ing teaching/learning is a way of approaching the tertiary pedagogical site that facilitates and models sustainability through building an ecological web of relationships that opens opportunities for student and teacher transformation.

Citizenship education in compulsory schooling plays a critical role in the level of engagement and abilities of young people to assume basic civic roles. Both internationally and nationally, there are increasing calls to reconsider the dominant approaches to citizenship education in order to address the pressing needs of the interdependent and interconnected 21st century global world. This paper analyzes citizenship education in the context of Morocco, considering whether, how and to what extent citizenship education in Morocco’s primary school social studies curriculum addresses themes of human rights; democracy and civic participation; and national and global citizenship. Qualitative data is generated from a sample of 4th, 5th and 6th grade social studies textbooks targeting students aged 9-12. The results indicate that citizenship education offers rather limited content and activities for students to improve their competencies for global learning, political literacy, respect for diversity, and critical thinking, suggesting the challenge in (re)imagining the construction of the predominant responsible, national Moroccan citizen. Keywords: Social studies textbooks, Education for citizenship, Human rights, Global citizenship, Morocco.

This paper uses the a’nger cloth, a traditional cloth belonging to the Tiv tribe of Benue, Nigeria as a metaphor for framing autoethnographical narratives and undertakings. Through storying and poetizing about lived experiences, culture, migration tales, identity, gender, marginalization, race and silence, stories emerge as praxis for decolonizing the curriculum. As a non-Western feminist, diasporic academic living in Ottawa, Canada, on unceded Algonquin territory, how might I navigate the changing and uncertain spaces of belonging? Through the a'nger cloth, I find ways of sharing generational family stories through poetry. These stories invite alternative and inclusive spaces into the classroom that welcome “other” ways of being and knowing. Key-words: decolonising the curriculum; narratives; spaces.

Review of the book: KUMAR, A. (2019). Curriculum in international contexts: understanding colonial, ideological and neoliberal influences. Palgrave Macmillan: New York. Keywords: context; neoliberalism; trajectory.

I explore the concept of attunement in this paper. Informed by my own story and other scholarly work, attunement in this paper is employed to describe an autobiographical theory of education. In such an autobiographical theory of education learning becomes situated not only in the school-subject and specific prior knowledge, but also in one’s subjective sense of intellectual labor. Basically, this paper comprises two sections. In the first I elucidate my understanding of the concept of attunement. Attunement, in this paper, refers to learning guided and experienced by oneself subjectively striving for deeper understanding, during which one searches for meaning as well as begets one’s engagement with the world. In the second, I describe that attunement has three elements: contingency, boundary and sensitivity. Contingency emphasizes the particularity of experience, identified from one’s own perspective; boundary refers to the challenges and difficulties experienced by oneself; sensitivity underscores how one can go beyond one’s boundary subjectively, thus being attuned to new forms of understanding or thinking. Key-words: attunement, contingency, sensitivity, awakening inwardness

This article analyzes school / future articulation by dwelling on the ways in which it is currently enunciated in our schools, as well as on the evocation usually made of how that formulation worked in the not too distant past. It also proposes problematize whether this is the only way - with a universalist claim - that the school can be linked to the future or whether it is a particular story, and thus one of several possible ways.