UNCOMMON PEDAGOGIES: CONCEPTUAL FRAMEWORK FOR CURRICULUM DESIGN AND TEACHER PREPARATION IN STRUCTURALLY MARGINALIZED SPACES FOR SUSTAINABLE EDUCATION
Keywords:
Uncommon pedagogy, Curriculum studies, Marginalized learning spaces, Public pedagogy, Critical pedagogy, Sustainable educationAbstract
Curriculum theory and teacher education have traditionally prevailed in stable, formal schooling contexts, limiting their capacity to account for learning in marginalized and structurally constrained learning spaces. Although applied studies have examined teaching in contexts such as prisons and refugee education programs, a coherent curriculum-theoretical framework capable of traveling across these settings remains underdeveloped. This paper introduces uncommon pedagogies as a conceptual framework for curriculum design and teacher preparation within marginalized learning spaces. Drawing on curriculum studies, critical pedagogy, and public pedagogy, the framework conceptualizes curriculum as a lived, relational, and ethically grounded practice shaped by contextual constraint. By articulating key principles of uncommon pedagogies, the paper positions marginalized learning spaces as central rather than peripheral to curriculum theory inquiry. It contributes conceptual resources for rethinking teacher education beyond normative schooling assumptions.
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