Resources
Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities. (From the Publisher)
This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focus on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts.
This report of the Greater Expectations National Panel calls for a new focus on excellence to better prepare students for the 21st century world. The report recommends the creation of a New Academy characterized by high expectations, a focus on learning, commitment to demonstrated achievement, intentional practices, and an engaged, practical liberal education for all students. (From the publisher)
This article builds upon the theological insights of feminist and womanist theologians with respect to the sin of self-hate, and explores the ways in which gay male cyberculture inhibits the spiritual development of gay Asian men. 
The article synthesizes and critiques the social science, education, and adult education literature related to the examination of Whiteness and White privilege and offers recommendations for the field of adult education. By examining the historically changing nature of Whiteness, the major themes in this literature are discussed, along with the relevance of these themes for adult education research and practice. In reviewing the current efforts to name and challenge White privilege, the article provides recommendations for moving beyond naming and critiquing White privilege and racism in the field of adult education to challenging and transforming their impact.
This article presents an alternative approach to using service-learning courses to help students develop cultural competence. Service learning often comes from a deficit model that views the providers of a service as advantaged and the recipients as disadvantaged. The Conceptual Model for Cultural Engagement (CMCE) recognizes that those many deem as the disadvantaged have assets to share. The CMCE develops long-term, asset-based, reciprocal relationships between faculty members, community partners, and higher education students. During this relationship, all of the individuals actively participate in culturally engaged learning. The goal is to develop culturally effective members of our society who are educated to interact effectively with individuals from diverse backgrounds.
Wisdom or questing to know God and the world evokes fear through case studies of the controversial Reimagining Conference and the race related responses to the O. J. Simpson verdict, the fear of knowing God (which included the fear of questioning dominant metaphors of God) and the fear of knowing ourselves are explored. From this analysis, a view of wisdom is proposed and also an approach to education that inspires and encourages people to seek to know and respond to God and the world.
Poetry is a bridge across diverse realities; it bridges the expressible and inexpressible, the present and the future. Poetry is also a powerful force in human life; it reveals, nourishes, binds, critiques, empowers, constructs, and confront. From such movement come visions for educational action, both actual and metaphoric. These include: dancing, meditating, singing, chanting, improvising, and drumming.