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Editors’ Introduction

Grappling with curricular and pedagogical entanglements

References

  • Baker, J. (2018). Interpreting poetic inquiry: Authenticity realized from alumni performers' narratives. Journal of Curriculum and Pedagogy.
  • Brownell, C. (2018). Starting where you are, revisiting what you know: A letter to a first-year teacher addressing the hidden curriculum. Journal of Curriculum and Pedagogy.
  • Hill, B., & Mills, J. (2013). Situating the ‘beyond’: Adventure-learning and Indigenous cultural competence. Discourse: Studies in the Cultural Politics of Education, 34(1), pp. 63–76.
  • Nolan, W., Hill, B., & Harris, J. (2010). Reconciliation and social justice: The role of Australian universities in educating for change. In N. Riseman, S. Rechter, & E. Warne (Eds.) Learning, teaching and social justice in higher education. 71–83. Melbourne, Australia: University of Melbourne Custom Book Centre.
  • Rocha, S. (2018). Third wheel thoughts on method and the shitty curriculum—Response to the Letiche/Snaza exchange. Journal of Curriculum and Pedagogy.
  • Slattery, P. (2018). “‘I am nature’: Understanding the possibilities of currere in curriculum studies and aesthetics.” Journal of Curriculum and Pedagogy.
  • Snaza, N. (2013). Bewildering education. Journal of Curriculum and Pedagogy, 10(1), 38–54.
  • Snaza, N. (2018). Aleatory entanglements: (Post)humanism, hospitality, and attunement—A response to Hugo Letiche. Journal of Curriculum and Pedagogy.

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