Marla Morris Livres

In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.

How We Work is a collection of essays by writers from across the disciplines on the ways they produce work. Each writer offers a description of the processes and quirks of putting thoughts into form. Some of the essays are humorous, confessing to the ways writers confront the terror of the blank page. Others are helpful, offering hints and analyses. All give personal reflection on how creating is both horizontal and vertical, involving the writer with places, sensual experiences, and other bodies, as well as with other parts of the self. Deliberately interdisciplinary and multicultural, this collection contains the work of curriculum theorists, fiction writers, poets, musicians, and professors of mathematics, English, philosophy, and women's studies. We hope to encourage readers to become more aware of their own creative potential by reading these essays.

Engaging with "unbearable story-telling," this book explores the psycho-social and socio-political impacts of the COVID-19 pandemic on education. It documents personal experiences and testimonies, aiming to provide a deeper understanding of the challenges faced by individuals and communities during this unprecedented time. Through these narratives, it sheds light on the complexities of curriculum studies amidst the crisis.

Focusing on education as "the edge of experience," this book delves into unassimilable concepts that can transform educational understanding and address complexities beyond comprehension. It is designed for curriculum theorists, education philosophers, psychoanalysts, and anyone intrigued by education theory, offering insights that challenge traditional perspectives and encourage innovative thinking in the field.

Difficult Talk in a (Post) Holocaust Era attempts a difficult cross-cultural discussion. These scholars agree that the Holocaust is not just in the past – it is with us in memory. Professors and students alike – whether European, American, or Canadian, or whether Holocaust survivors – second or third generation Jews «after» the event are affected/effected by this haunting memory. Here scholars attempt to grapple with trauma, horror, anti-Semitism, hatred, murder, guilt, mourning, and anger – all the unthinkable subject matters that are usually squashed out of our curricula. The authors explore Holocaust issues via fiction, philosophy, science education, historiography, psychoanalysis, and autobiography as they relate to the curriculum studies. These scholars discuss the importance of keeping the Holocaust present in memory by making it a difficult subject matter which needs to be integrated into the curriculum especially as we enter the twenty-first century when many Holocaust survivors will die. This is our duty and our call – our responsibility as educators.

Curriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in education; narrative inquiry in education; and qualitative studies in education.