Curriculum & Pedagogy Program Committee Report 2012 Co-Chairs: Debra Freedman and Erik Malewski Committee Members



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Participation and Privilege in a Gender Studies Classroom

Julianne Guillard, Virginia Commonwealth University, jguillard@vcu.edu


How can we encourage our students to participate in class, create safer discourse spaces, and resolve conflict? In this presentation, I will present analyses of recent examples of participatory pedagogy in a gender studies classroom wherein students created and controlled their means of participation and why this exercise is valuable.

Session F-305
A responsibility to otherness: The possibility towards multicultural curriculum

Kaori Shimizu, Louisiana State University, kshimi1@lsu.edu


Based on an autobiographical account by a Japanese author who lived in Louisiana as a 10-year- old boy in the 1960s, this paper analyzes incidents the Japanese boy encounters with the Other informed by Derrida’s notion of aporias, and considers the nature of multicultural curriculum.

Still Wandering: Jews, Social Justice, and Multicultural Thought

Daniel Ian Rubin, New Mexico State University, drubin1@comcast.net

Current reports show that acts of anti-Semitism have been at their highest levels since World War II, yet Jewish oppression is omitted from multicultural/social justice discussions in American university classrooms. This must change in order to create the next generation of social justice educators who can continue to deconstruct anti-Semitism.
Session F-306
Our Lady of Guadalupe: The immaculate virgin as a site of public pedagogy - CCP

Elizabeth Betsy Calhoun Reyes, Arizona State University, Elizabeth.Reyes@asu.edu


The image and myth of the Virgin of Guadalupe, as a national, religious, and historical icon, continues to be used alternatively, and sometimes simultaneously, as a pedagogical tool of both liberation and oppression. This paper explores the cultural productions and implications of Guadalupe as an increasingly mediated space within informal sites of pedagogical activity.

Model Minority or Perpetual Foreigner? The Images of Asian Americans Portrayed in U.S. History Textbooks - CCP

Sohyun An, Kennesaw State University, san2@kennesaw.edu

Yonghee Suh, Old Dominion University, ysuh@odu.edu
Drawing on content analysis of high school US history textbooks, this paper investigates how today’s textbooks represent Asian Americans and their stories in the US history?; What messages do they send to students about what it means to be American and who we are as a nation?

Session F-307
Unveiling the Cloak of Academic Patriarchy: Re-storying Who We Are and What We Do in Departments of Teacher Education.

Douglas D. Karrow, Brock University, Doug.Karrow@Brocku.ca


Power, privilege, and patriarchy within the academy are insidious, pervasive, and self-perpetuating. The manner these are manifest within a Faculty of Education, specifically in relation to access to graduate education will be problematized and deconstructed. How curriculum theory could challenge this status quo, interrogating these norms, will be explored.

Developing African American Female Scholars: An Auto-ethnographic Reflection on a Critical Race Feminist Curriculum/Pedagogy - CCP

Theodorea Regina Berry, Mercer University, berry_tr@mercer.edu


This presentation will focus on part of an ongoing study about the experiences of African American women as emerging scholars in the Academy. This auto/ethnographic study examines reconceptualists' notions of curriculum (Pinar 2012) and critical race pedagogy (Jennings & Lynn, 2005) for scholarship development of African American female doctoral students from a critical face feminist perspective.

A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities

Kristina Llewellyn, University of Waterloo, kristina.llewellyn@uwaterloo.ca

Jennifer Llewellyn, Schulich School of Law, jennifer.llewellyn@dal.ca
This paper examines the need for feminist pedagogy in universities that is based on a restorative approach. Drawing upon feminist pedagogy literature and the authors’ experiences, this paper illustrates how restorative approaches challenge neoliberal ideological effects in universities, shifting the pedagogical emphasis away from the rational individual learner towards the interactive aspects of learner communities.
Town Hall/Lunch 12:45pm-2:45pm
This Town Hall is dedicated to a discussion of power, privilege, and supremacy building upon a discussion that began last year in response to a question on the next steps for the Browning Caucus. The Caucus began three years ago as an avenue to develop a “set of strategies and priorities for fomenting the proliferation of multiple approaches to critical race/anti-racist, postcolonial/anti-colonial, decolonizing, and indigenous scholarship in curriculum studies.” This Town Hall will explore how we, as a field, and organization/conference, and a journal address issues of power, privilege, and supremacy as they manifest themselves in our work. Lunch will be served.
Session F-400 3:00pm-4:00pm

Session F-401
Extending Autobiography into Life History and Narrative Research: Narratively Theorizing Identities
This symposium, extending autobiography into life history and narrative research, advances traditional humanist life history and narrative research with notions of narratively theorized identities. Seeing life history and narrative’s potential for articulating narratively theorized identities, this symposium provides examples of life history and narrative research that extend narrative’s humanist roots toward complex understandings of identity as self-narrativized cultural production.
True to Thee”: Understanding Place through Life History Research and Autobiography

Reta Ugena Whitlock, Kennesaw State University, Rwhitlo3@Kennesaw.edu


El Otro Lado, Este Lado, and Epistemology In-between

Laura Jewett, University of Texas at Brownsville, laura.jewett@utb.edu


What Are White Progressive Masculinities? Counter-Narrativized Identities of Committed White Male Teachers

James C. Jupp, Georgia Southern University, jcjupp@gmail.com


Discussant: Petra Munro Hendry, Louisiana State University, phendry@lsu.edu
Session F-402
The 2012 Hurricane that Hit K-12 and Higher Education in Louisiana

James D. Kirylo, Southeastern Louisiana University, jkirylo@selu.edu

Andre Perry, Loyola University, aperry@loyno.edu

Luis Mirón, Loyola University New Orleans, lmiron@loyno.edu


This symposium explores the contentious political climate in Louisiana, which is not only having a critical impact on universities and K-12 education in the state, but also has implications on a national scale.
Session F-403
Advise Them to Not Become Teachers": (Re)Examining Our Role in Schools of Education in the Current Political Climate

Jennifer Job, University of NC at Chapel Hill, jgjob@email.unc.edu

Todd Alan Price, National Louis University-Wheeling Campus, tprice@nl.edu
The aim of this panel is to address the changing reality of public schools and how this change impacts (or will impact) our roles as educators in Schools of Education. We will begin discussions around the questions already stated in this proposal, along with others such as: What choices do we have in presenting the profession of teaching to our students? What part can political activity play in our academic lives? And what role are we playing as a community in current social, political, and economic realities and lived experiences in schools?
Session F-404
Pageant Culture and Desire: Representations of Childhood in Pretty: The Series and Toddlers and Tiaras.

Debra Freedman, University of Waterloo, dfreedma@uwaterloo.ca

Erik Malewski, Kennesaw State, erik.l.malewski@gmail.com
This session will explore representations of pageantry and youth in the shows Toddlers and Tiaras and Pretty: The Series. Attendees will watch a series of clips from both shows and explore their implications for youth culture. 
Session F-405
The Autonomy of the Art Complex in the Work of Emily Carr

Alexandra Fidyk, University of Alberta, alexfidyk@yahoo.co.uk ; fidyk@ualberta.ca


To provoke assumptions in art education and psychology about the creative process, I offer a poetic and visual narrative of Canadian artist Emily Carr’s individuation. Through suffering her life, she learns to “step out” of her painting process in order to allow the autonomous creative drive to direct her.
Session F-500 4:15pm-5:15pm

Session F-501
Engendering Curriculum History

Petra Munro Hendry, Louisiana State University, phendry@lsu.edu


How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts notions of history as linear, as inevitable progress, and as embedded in the individual. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization in tact, this book examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism, and pragmatism) to excavate the subject identities made possible across time and space.

Session F-502
Teaching Again

Thomas S. Poetter, Miami University, poettets@muohio.edu


At several of our meetings over the years, the author presented the first parts of a non-fiction narrative meant to capture his hopes for teaching, curriculum, students, and schools. The narrative is based on his efforts as a high school English teacher, part of a pilot volunteer program for professors at the local university to work more intimately and legitimately with local school partners. This year’s presentation engages the complete narrative, the story of his experience with ‘teaching again,’ with the book in its final published form.

Session F-503
Emerging Fitness and Regulating Gender: A Historical Analysis of University Fitness Centers

Tim Wells, Arizona State University, tcwells1@asu.edu


This study is a historical project examining the emergence of fitness/recreation centers on college and university campuses and its implications for gender and sexuality. Using Foucault, I challenge traditional narratives and surface ‘subjugated knowledges’ within fitness/recreation discourse in order to provide greater space for experience, possibility and transformation.

Sexual Orientation and Public Education: A Social Injustice Case Scenario

Kyle Sanchez, Stephen F. Austin State University, Kyle_Sanchez@hotmail.com


The author presents a case scenario in which a secondary educator masks his sexual identity as an LGBTIQ individual. Further discourse focuses on the social injustice associated with the lack of inclusion of sexual orientation and sexual identity in the statement of non-discrimination clauses of numerous Texas public school districts.
Session F-504
Experience Wanted: The Ontological Problem of Contemporary United States Education

Walter S. Gershon, Kent State University, wgershon@kent.edu


Despite its centrality to both educational ways of knowing and being, questions of ontology are often overlooked in contemporary schooling in the United States. Utilizing a somewhat non-traditional format, this paper performatively documents the theoretical and practical impact of a lack of attention to ontology for students in US schools.

Teaching Machines: A History of Technology in the Classroom

Jeff Frenkiewich, University of New Hampshire, frenkiewich@yahoo.com


Officials often tout technology as a solution for many problems we see in schools. ‘Tech-ready classrooms’ are promoted as the solution for increasing student interest, promoting literacy, etc.; however, the gaze of technology affects student subjectivities. Thus, we must question the place of teaching machines in our classrooms.

Philosophical Media Literacy: A Bridge Between Philosophy and the Information Environment.

John Cleary, Raritan Valley Community College, jpbcleary@gmail.com


Under the assumption that a synthesis of Media Studies and Critical Medial Literacy is necessary, I argue it is not sufficient for defining a classroom practice. Instead, what is missing in media literacy is an in-depth analysis of the philosophical content inherent in media images. I therefore want to ask: To what extent can the curriculum of Critical Media Literacy be expanded and enhanced through the curricular approach—the identification and exploration of philosophical concepts—and the teaching methodology—community of philosophical inquiry—of philosophy for children? I have termed that putative expansion and enhancement Philosophical Media Literacy to bridge the gap between teaching, thinking philosophically and the information environment.
Session F-505
Seduced and Menaced by Our Own Knowledge: Theorizing the Historical Moment

Ann G. Winfield, Roger Williams University, awinfield@rwu.edu


This paper disaggregates grand historical narratives that comprise dominant discourse by utilizing inter/cross disciplinary analytical frameworks to formulate historical curricular inquiry in a way that replaces linearity with porosity and simultaneity. Reconceived, the discipline of history requires of its practitioners acknowledgement of complicity regardless of positionality, identity, or worldview.

New Orleans (de)Segregated: critical race theory examination of public schools – CCP

April Antonellis, Louisiana State University, april_antonellis@nps.gov

Kenneth Fasching-Varner, Louisiana State University, varner@lsu.edu
This presentation seeks to expand traditional understanding of integration in the New Orleans public schools by looking at the role of race in education inequality from Reconstruction to the present through a critical race perspective utilizing narrative and counter narrative.
Session F-506
Forgotten Faces

Reagan P. Mitchell, Louisiana State University, reaganpatrickmitchell@gmail.com


On my album “Stories” (2010) the inspiration for its inception was around family, home, and everyday experiences. One composition of importance is “Forgotten Faces.” The overarching meaning this composition is based around the idea of an individual or community being perceived as falling through society’s cracks. Rendering the individual or community as invisible and forgotten.

Tattoos of a Mexican-U.S. Border region: Liberating Hidden Curriculum as Public Pedagogy to understand Power and Privilege – CCP

Daniel Ricardo Aguilar Jr., University of Texas at Brownsville and Texas Southmost College, Daniel.Aguilar112@utb.edu


This paper examines tattoos from border cities on the United States of America and Mexican border as a form of public pedagogy. Tattoos, according to Kosut (2006), rise above age, class, and ethnic boundaries and now covers (literally and figuratively) all races regardless of pay scale or education.

Saturday, 10 November 2012
Council Meeting

7:30am-8:45am Council Meeting – Location TBA


Early Morning Sessions

7:30am-8:30am Don’t defend the self; lose the self: a sweaty workshop on karatedō and transformation – St Joseph’s Salon


Art Exhibition

9:00am-12:00pm Subject2Change – CCP - Ballroom


Sessions

Location

St Joseph’s Salon

St. Mary’s Salon 1

St. Ann’s Cottage 1

St. Mary’s Salon 2

St. Ann’s Cottage 2

Session S-100

9:00am-10:00am



Session S-101
Performing Philosophy of Education by Assuming the Persona of a Historical Figure


Session S-102
A Video: Why Must I Learn This? An Infomercial Disruption

Session S-103
Applying Aoki's 'Situated Praxis': Curriculum Development in an age of Prescriptive Instruction


Session S-104
Louisiana Voices: Four Stories from the Bayous of Teachers' and Students' Classroom Experiences:





  • Issues of Educational Apathy among Native American Students




  • Breaking the Mold: Gay, Lesbian, Bisexual and Transgender student
    Experiences in America’s High Schools




  • Exploring Adolescent Self-Identities and Values in Middle School




Session S-105
Teachers and Researchers supporting student community research in NOLA




Saturday, 10 November 2012
Sessions

Location

St Joseph’s Salon

Ballroom

Table 1


Ballroom

Table 2


Ballroom

Table 3


Ballroom

Table 4


Session S-200

10:00am-11:15am



Session S-201
Social Change, Serendipity, and C&P


Session S-202
Researching with others: Affective tensions between ethics and method in interpretive studies of education

Active Teaching for Active Learning




Session S-203
Voices from the Classroom: New Orleans Recovery School District Teachers on Education Reform

Curriculum and Control: Teach For America Ideology and Practice in post-Katrina Charter - CCP




Session S-204
Praxis under Marxist Privilege: A Critical Essay Review of Kessen’s Childhood in China

Edith Stein’s Emancipatory Pedagogy of the Human Subject




Session S-205
Tear Down that Wall: Higher Ed Addresses the Inclusion Model

Curriculum, socio-historical context and personal stories: reflections towards an education for social transformation



- CCP





Location

St. Joseph’s Salon

St. Ann’s Cottage 1

Ballroom

Table 1


Ballroom

Table 2


Ballroom

Table 3


Ballroom

Table 4


Session S-300

11:30am-12:30pm



Session S-301
Student Voices for Change in New Orleans Schools

Session S-302
Curriculums of Difficulty: Teacher Stories of challenge, enlightenment, and growth


Session S-303
“Hey, teacher, leave them kids alone!” case study of a progressive teacher training program in Israel

Displacing curriculum and pedagogy in a transmigrating world: humanistic methodologies and global implications




Session S-304
Understanding the voice behind The Latino Gangsters

What’s a Black Life Worth?” Posthumous Pedagogical Messages to Black Male Youth from Tupac Shakur - CCP




Session S-305
Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era

Undocumented Migration from Mexico as an Emergent Space of Public Pedagogical Activity




Session S-306
Effects of Digital Divide on the Curriculum and Accessibility of Online Resources for Hispanic College Students - CCP

The Missing Link: Curriculum Design in Higher Education Degree Programs






Saturday, 9 November 2012
Early Morning Session 7:30am-8:30am
Don’t defend the self; lose the self: a sweaty workshop on karatedō and transformation

Doug Aoki, University of Alberta, aoki@ualberta.ca


This three-part workshop (held on Thursday, Friday, Saturday mornings of the conference) will be an intense introduction to karatedō designed to allow you to experience how its pedagogical significance stems from the opposite of self-defense. Participants should wear clothing that allows freedom of movement. No previous experience or specific level of conditioning required, but we will work hard.
Art Exhibition 9:00am-12:00pm
Subject2Change - CCP

Crystal Leigh Endsley, Hamilton College, cendsley@hamilton.edu

Subject 2 Change is an interactive photograph exhibit that invites viewers to probe their conceptions about power and the racially ambiguous female body. This project explores the ways that gender and race are assigned, performed, and scribed on and by a subject.
Session S-100 9:00am-10:00am

Session S-101
Performing Philosophy of Education by Assuming the Persona of a Historical Figure

Mychelle Smith, Texas A&M University, mychellehadley@gmail.com

J. Scott Baker, Texas A&M University, joseph.baker@cfisd.net

David Humpal, Texas A&M University, dhumpal@tamu.edu

Michael Andrew Thorson Jr., Texas A&M University, lonestarofdavid@tamu.edu

Patrick Slattery, Texas A&M University, patslat@aol.com


This session consists of several short performances by doctoral students who assume the persona of a philosopher who impacted education. Each philosopher has differing theories of education. The professor will present a short overview of the methodology of creating one act plays used in the Philosophy of Education course.
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