The Bohemian Curriculum: Expanding Consciousness, Evolving Culture

Through an exploration of bohemian character and ideology, I examine the relationship between the construction of individual identity and an individual’s membership in multiple cultural groups. In particular, I examine a theory of cultural association that positions the individual within nested and overlapping cultures, where identity and self-narrative are defined in relation to cultural normativities. I assert that it is this position amongst various cultures that enables individuals to critically examine and broker juxtaposing normativities, a process with the potential to push individuals to rewrite their self-narratives and expand consciousness. But bohemians go further––they outwardly express their opposition of mainstream culture and publicize their self-narratives. By engaging in a community of creative minds, these ‘outsiders’ contribute in unique ways to the evolution of culture by challenging social affordances and pushing social limitations. Drawing upon the lessons learned from bohemianism, the paper concludes with an explicit link to education.  Specifically, the bohemian curriculum calls for a pedagogy that allows for the brokering of normativities within a safe and compassionate learning space that embraces unique learning at both individual and collective levels.

Call for Papers

Call for Paper

Issues in Including Students with Disabilities in Large-scale Assessment Programs

Large-scale assessment programs are becoming increasingly common throughout Canada and the United States. Given the emphasis on inclusive education in North America, special education students are largely expected to participate in these programs. However, several challenges exist for educators, policymakers, and psychometricians with respect to including students with disabilities in large-scale assessments. This article is a critical interpretive review of the academic lit-erature in this area intended to identify and examine issues pertinent to inclusive practice. In particular, attention is given to consequences (both positive and neg-ative) of including students with disabilities in large-scale assessments, validity of assessment results, provisions for accommodations, and research limitations. Areas for continued research are also considered

Announcement

Announcement - Book Revie

TOWARD AN INTERDISCIPLINARY FRAMEWORK FOR EDUCATIONAL INCLUSIVITY

This purpose of this paper is to provide a theoretical foundation for inclusion in Canadian schools for this Special Issue on Inclusive Education. In response to the need for an interdisciplinary framework, this paper uses an interpretive literature review methodology to construct a framework for educational inclusivity based on four disciplinary perspectives: (a) special education and disability studies, (b) multiculturalism and anti-racist education, (c) gender and women’s education, and (b) queer studies. The constructed framework elucidates four conceptions of inclusivity––normative, integrative, dialogical, and transgressive––positioned on a continuum with each conception representing a different approach to inclusion. Unlike previous models, this framework is not anchored to any one marginalized group; rather, it is intended to represent multiple forms of inclusivity to edify historical, existing, and idealistic educational practices and structures for all forms of difference

The Need for International Laws of War to Include Cyber Attacks Involving State and Non-State Actors

This article argues that existing international laws of war are inadequate and need to be adjusted and clearly defined to include cyber attacks involving state and non-state actors. Part II of this article describes the different forms and increasing use of cyber attacks in international conflicts. Part III focuses on the importance and relevance of non-state actors in the international community and today’s asymmetric battlefield. Part IV discusses the applicability of current international laws of war to cyber attacks. Part V of this article suggests ways in which current international law can be improved to include and regulate cyber attacks involving state and non-state actors

The Curriculum Theorizing of Teacher Education

No Abstrac