Abstract
"Verdure" is a word that comes to mind when Nina Asher thinks of LSU’s Curriculum Theory Project (CTP). Very early in her affiliation with the CTP, she recognized it as a rare oasis in the curriculum field where multiple intellectual commitments were welcome-including the “posts” (postmodernism, poststructuralism, and postcolonialism), deconstruction, philosophy, feminisms, literary criticism and literature, history, critical multiculturalism, chaos and complexity theory, Critical Race Theory (CRT), and popular culture, among others. These theoretical frames were fuel-served as oxygen, as it were-for her writing, teaching, and conversations at the CTP. In this essay, Asher dwells on how her early work as an affiliate of the CTP engaged the intertwining of theory and practice in place and how this foundation continues to fuel-provide oxygen, as it were-for her scholarship and teaching today.
| Original language | English (US) |
|---|---|
| Title of host publication | Curriculum Histories in Place, in Person, in Practice |
| Subtitle of host publication | the Louisiana State University Curriculum Theory Project |
| Publisher | Taylor and Francis |
| Pages | 115-119 |
| Number of pages | 5 |
| ISBN (Electronic) | 9781000860764 |
| ISBN (Print) | 9781032390093 |
| DOIs | |
| State | Published - Jan 1 2023 |
Bibliographical note
Publisher Copyright:© 2023 selection and editorial matter, Petra Hendry, Molly Quinn, Roland Mitchell, and Jackie Bach; individual chapters, the contributors.