Curriculum, Aesthetics, and Social Justice: From the Common to the Exceptional

Abstract

The unique capacity of aesthetic methods to provoke a variety of consequential educational outcomes has attracted considerable scholarship. Less developed, however, is an exploration of teacher perspectives and implementation of six aesthetic themes of teaching: connections, risk, imagination, sensory, perceptual, active engagement (CRISPA). Using an educational criticism and connoisseurship inquiry method, we asked two questions: 1) What are the intentions and practices of a high school teacher as he teaches English, and 2) What are the intentions and practices of the same teacher as he teaches English incorporating CRISPA? We present an analysis that spotlights uncovered themes observed from applying CRISPA to teaching literature. We discuss the connection between CRISPA and the complementary curriculum; the capacity of CRISPA to enhance curriculum development and implementation; and add to literature that links aesthetics to social justice pedagogy. We include implications for educators seeking to enhance their practices.

Keywords

• curriculum
• aesthetics
• social justice education
• complementary curriculum