Dr. Erika Hasebe-Ludt | Professor, Faculty of Education, University of Lethbridge
Patricia Liu Baergen, Joanne Price | PhD candidates, EDCP
December 16, 2016
This conversation features three educators who are inspired by the intellectual works of curriculum scholar Ted Tetsuo Aoki (1919-2012). Joanne Price opens the conversation by sharing her practice of attuning with a cedar tree in Meditation Park, East Vancouver and hearing the rhythm of the earth. Listening to layers of languages announcing their “belonging-together” in the family of things, she hopes to relate an embodied understanding of Aoki’s call to become a more fully sonorous being. The conversation then travels to Patricia Liu Baergen’s engagement with Aoki’s critical reflective and unique style of theorizing. Drawing primarily from Aoki’s early writings and Martin Heidegger’s existential analytic of Dasein, she asks: What might understanding be as a mode of being? In what ways might attunement be an educational question? Erika Hasebe-Ludt continues the conversation with a contemplation of Aoki’s “layered voices” as liminal moments of pedagogy and curriculum. In this empathetic inquiry in between cultures, languages, stories, and “evocative objects,” she considers ontological phenomena of being in the world with others in a particular topos in an Aokian key.
Joanne Price is a PhD candidate in Curriculum and Pedagogy at University of British Columbia. She’s interested in ways in which languages of trees may inspirit curriculum and pedagogy.
Patricia Liu Baergen is a PhD candidate in the Department of Curriculum and Pedagogy at University of British Columbia. Her research interests include curriculum studies, theorizing pedagogy and educational philosophy.
Erika Hasebe-Ludt is a professor of teacher education, literacy, curriculum, and cultural studies in the Faculty of Education at the University of Lethbridge. Her research focuses on life writing and literary métissage as arts-based inquiry approaches in between languages and cultures in cosmopolitan contexts.