Curricular and Architectural Encounters With W.g. Sebald: Unsettling Complacency, Reconstructing Subjectivity

This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction.

Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions about education and ethics, probes the unsettling of complacency, and enables conversation around difficult knowledge and ethical responsibility, as well as offering hope and resolve.

An important intervention in standard approaches to understanding currere, this book provides essential context for scholars and educators with interests in the history of education, curriculum architectural education and practice studies, memory studies, narrative research, Sebaldian studies, and educational philosophy.

Teresa Strong-Wilson is an Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada.

Ricardo L. Castro is an Associate Professor (Post-Retirement) in the Peter Guo-hua Fu School of Architecture at McGill University, Canada.

Warren E. Crichlow is Associate Professor in the Faculty of Education at York University Toronto, Canada.

Amarou Yoder is a secondary language arts teacher in the United States and an independent teacher-scholar.