Message from Division VP
 
Division VP
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Message from Division VP
November 2017
Denise Taliaferro Baszile

Greetings Good People of Division B. It is a great honor and my sincere pleasure to have the opportunity to lead the division for the next three years. I am most looking forward to continuing to uphold and expand our commitments to a diversity of peoples, epistemologies, methodologies and formats for sharing the scholarly word between academic, activist, and lay audiences, national and international. Although we have a variety of scholarly agendas—sometimes coinciding sometimes contradicting—I do believe we all of have important roles to play in our collective struggle for more justice and wellbeing in and through processes, practices and places of education and schooling, locally and globally. Our focus in curriculum studies on the tensions, traumas, and tyranny inscribed in and on bodies through curriculum’s disciplinary powers as well as on the potential, possibilities, and promise in curriculum reimagined is particularly necessary work in these trying times.

This current moment in our world making is one where we find ourselves facing what Patrick Reinsborough has called a “slow motion apocalypse”—environmental degradation, the compromise of energy, food, and water resources, perpetual war, implicit and explicit racism and xenophobia, disaster capitalism, continued inequality and massive social alienation among other crises. These are dangerous times not just because they landscape inequitable distribution of resources, representation, and power, but also because they inhabit bodies in affective ways and distort relations in people and between people, who then come to understand themselves as incapable of acting/being/moving—in any true sense—against interlocking systems of oppression and the cascading crises in their wake.

What is our responsibility as educators and researchers in the making and unmaking of the moment? Whether our research and scholarship involves teachers, students, families, disenfranchised peoples, texts, instructional methods, school contexts, histories or processes of teaching, learning, forgetting, re-membering, re-visoining, or ongoing struggles of knowledge, power and difference, my hope is that we in Division B can continue to leverage our collective work to tell compelling stories that call out injustice and inequality, that re-member what has been forgotten, that highlight what works, that imagine new possibilities, and most importantly that inspire strategic and collective action for better relationships, better schools, better education, better living and ultimately better futures.

 
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