Values
Curriculum is the content—the "what"—of teaching, such as a lesson on invasive species.

Pedagogy is the "how" (methodology) and "why" (philosophy) of teaching. For instance, the instructor has students work in teams to evaluate ecological scenarios and categorize them. This inquiry-based approach helps students develop critical thinking and independent problem-solving skills, rather than relying on the instructor. Curriculum and pedagogy deeply shape and are shaped by culture. What knowledge is valued, conserved, and exalted is reflects and is reflected in the decisions we make about what we teach, how we teach, and why we teach. Curriculum and pedagogy or performed in a particular learning environment.

This learning environment does not only include the characteristics of a physical or digital space like desks or the Zoom interface; it also includes all conditions under which someone learns - the socio-emotional and cultural conditions also play a part. Instead of a brick-and-mortar building, we collaborate with institutions to host in-person gatherings. We also host learning experiences virtually because we consider the browser an interface with hidden and visible pedagogies. We believe that each offering requires a different spatial context, and we align the course with its environment. We are curious about Reggio Emilia's assertion that the environment is a “third teacher.” We are invested in learning as a spatially contingent process.

Below, you will find an evolving set references that shape our approach to learning. The cards are draggable so go play and create new configurations or sets. Find citations below.

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Citations

  1. Quran, Surah Al-Kahf (18:109)
  2. Kameelah Janan Rasheed, “What have you (un)learned today?” (2020)
  3. Sharif, Solmaz. The Role of the Poet: An Interview with Solmaz Sharif: The Paris Review, 2016
  4. Lispector, Clarice. Água Viva. United States: New Directions, 2012.
  5. Butler, Octavia, and Samuel R. Delany. "Octavia Butler and Samuel R. Delany Discussion." MIT Science Fiction Society Transcripts. Accessed January 7, 2025. https://web.mit.edu/m-i-t/science_fiction/transcripts/butler_delany_index.html.
  6. Kenan, Randall and Octavia Butler. An Interview With Octavia E. Butler. Callaloo (1991)
  7. South London Gallery. "Pope.L: Hospital at the South London Gallery." YouTube video, 3:39. Published by South London Gallery,  December 22, 2023. https://www.youtube.com/watch?v=Q8UepqGF8-M.
  8. Harney, Stefano., Moten, Fred., Halberstam, Jack. The Undercommons: Fugitive Planning & Black Study. United Kingdom: Minor Compositions, 2013.
  9. Gumbs, Alexis Pauline. Undrowned: Black Feminist Lessons from Marine Mammals. United Kingdom: AK Press, 2020.
  10. Lispector, Clarice. Água Viva. New York: New Directions, 1989
  11. Crawley, Ashon T.. Blackpentecostal Breath: The Aesthetics of Possibility. United States: Fordham University Press, 2016.
  12. Cixous, Helene. Reading With Clarice Lispector. United Kingdom: University of Minnesota Press, 1990.
  13. Aarseth, Espen J. Cybertext: Perspectives on Ergodic Literature. Baltimore: Johns Hopkins University Press, 1997
  14. Clifton, Lucille. for the bird who flew against our window one morning and broke his natural neck. 1972
  15. Dickinson, Emily., Todd, Mabel Loomis. The Letters of Emily Dickinson 1845-1886. United States: Little, Brown and Comp., 1906.
  16. Pope.L. Proto-Skin Set. New York, NY: Mitchell-Innes & Nash, 2017.
  17. Trinh T. Minh-ha. “There Is No Such Thing as Documentary: An Interview with Trinh T. Minh-ha.” Frieze, July 17, 2019. https://www.frieze.com/article/there-no-such-thing-documentary-interview-trinh-t-minh-ha.
  18. Moten, Fred. Renee Gladman and Fred Moten: One Long Black Sentence. United States: Image Text Ithaca, 2020.
  19. Barthes, Roland. The Pleasure of the Text. United Kingdom: Farrar, Straus and Giroux, 1975.
  20. Clifton, Lucille. i am not done yet. 1974


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© Kameelah Janan Rasheed 2025