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



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

Amy Bloom, Pennsylvania State University, alb491@psu.edu


This session presents a video collaged remix of a commercial promoting a corporate-endorsed curriculum for “the 21st Century.” Remixed video can serve to disrupt the prevailing discussion of curriculum reform, currently dominated by corporate and government interests, and can provide teachers and students with a voice in the debate.
Session S-103
Applying Aoki's 'Situated Praxis': Curriculum Development in an age of Prescriptive Instruction

Leslie Smith, Nicholls State University, lsmith@stmary.k12.la.us

Coutney Thibodeaux, Nicholls State University, THIBC437@its.nicholls.edu

Erin Scott, Nicholls State University, SCOTE513@its.nicholls.edu


This symposium will present ways in which classroom teachers are attempting to use Aoki's concept of “situational praxis” to overcome mandated curricula to better fit their classroom environments and better serve their students.

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

  • Black Males’ Perceptions of Their White, Female Teachers

  • 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

Susanna Theriot, Nicholls State University, stheriot@stmary.k12.la.us

Kristin Percle, Nicholls State University, kcarriere@stmary.k12.la.us

Angela Guidry, Nicholls State University, angguidry88@gmail.com

Lauren Thompson, Nicholls State University, anchorpeace@yahoo.com
Schools in South Louisiana are very diverse communities. This symposium offers a look at four teachers and their everyday encounters with racially, ethnically, sexually, and socially diverse students. This diversity is a significant challenge to teachers as they work to educate them.
Session S-105
Teachers and Researchers supporting student community research in NOLA

James Kilbane, Tulane University, jfkilbane@me.com


Teachers and researchers interested in supporting NOLA students in learning projects that gather data, interact with community members, and/or take action based on their findings are invited to this session.  If as a teacher you would like to engage your students in ways similar to those featured in What Kids Can Do or Proyecto Latin@ or the Council on Youth Research this session is for you.  If as a researcher you wish to support teachers and students in NOLA attempting this work by being a critical friend, offering design advice or assisting with data analysis this is the session for you.  
Session S-200 10:15am-11:15am

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

James Kilbane, Tulane University (facilitator)


C&P in its efforts to support its mission of educational reform and social change searches out connections in the host community of our conference. We invited a number of people and organizations associated with social justice and educational work in New Orleans to share their work with us, and each other. Conference attendees are invited to not only hear about the work but to find ways to connect with these organizations so that we can affect change in partnership, moving our work beyond the time limits of a conference. Serendipity will be at play, aiding connections and fostering ideas. At next year’s conference (and hopefully the year following) we will return to refresh our partnerships, spotlight our work and celebrate our successes.

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

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

Boni Wozolek, Medina City Schools/Kent State University, bwozolek@kent.edu
This paper considers how affect informs questions of ethics in conducting interpretive studies in education. Such constructions of meaning are significant not only because ethical decisions made by researchers are often affective in nature but also because affect directly impacts how participants’ daily educational interactions.

Active Teaching for Active Learning

Keeley Dupuy, Louisiana State University, kdupuy1442@att.net


Educators are faced with many challenges while trying to ensure quality education for engaged learners. Chief among the concerns is appropriate measurement of student learning outcomes. Educators (particularly nurse educators) are faced with the difficult question of whether or not to utilize standardized testing, or course specific testing, to measure student-learning outcomes.
Session S-203
Voices from the Classroom: New Orleans Recovery School District Teachers on Education Reform

Max Ciolino, Tulane, max.ciolino@gmail.com

Luis Mirón, Loyola University New Orleans, lfmiron@gmail.com

Kelly Frazier, Loyola University New Orleans, kellylynne.frazier@gmail.com


Teachers’ perspectives are essential to understanding the direction and success of education reform in New Orleans’ Recovery School District. As such, we asked teachers a series of questions regarding their experiences teaching within their school and district, including their interaction with students, fellow teachers, and administrators.

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

Beth Leah Sondel, University of Wisconsin-Madison, blsondel@wisc.edu


This paper interrogates how teachers understand the purpose of education within the context of market-based reform. More specifically I look at the degree to which Teach For America teachers feel pressure to teach to the test and how this influences their practice within the neoliberal context of post-Katrina New Orleans.
Session S-204
Praxis under Marxist Privilege: A Critical Essay Review of Kessen’s Childhood in China

Zitong Wei, Indiana University Bloomington, butwxq@163.com


This paper provides a book review of Kessen’s Childhood in China, discussing the basic pedagogical praxis under the dominance of Marxist privilege during Cultural Revolution. However, after the Reform and Opening up, the market economy brings new struggles. Thus, the paper calls for rethinking what is worth knowing and learning.

Edith Stein’s Emancipatory Pedagogy of the Human Subject

Stephen Triche, Nicholls State University, stephen.triche@nicholls.edu


This paper is to introduce the philosophical and pedagogical ideas of the German phenomenologist Edith Stein. Her curriculum ideas argues for the importance of taking the full human person into consideration and for a curriculum of love, believing that curriculum must be responsive to students' diversity of being.

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

Janice Janz, University of New Orleans, jgjanz@uno.edu

Paul T. Bole, University of New Orleans, pbole@uno.edu

Brenda Burrell, University of New Orleans, bburrell@uno.edu

Mary Cronin, University of New Orleans, mcronin@uno.edu

Richelle Voelker, University of New Orleans, rvoelker@uno.edu


The Education of the Handicapped Act (1975) guaranteed services for students with disabilities in public schools. For the last 3 decades, emphasis for teacher preparation has been segregated: teacher candidates for the most part focus on strategies for teaching students in either general education or special education. The inclusion of students with disabilities in general education school programs has prompted higher education to examine the curricula of their teacher education programs. This session will examine how the faculty in Mild/Moderate Disabilities at the University of New Orleans approached the redesign of the curriculum for teacher candidates in a Merged Certification Program (special and general education).

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

Jesus Burciaga-Robles, Universidad Autónoma de Ciudad Juarez, jburciag@uacj.mx


This paper reflects on the relationships between Mexican Higher Education curriculum and the socio-historical context in which it takes place. The personal story of a student is used as reflection platform of the curriculum analyzed. The role of Higher Education curriculum in both the reproduction and transformation of structural social inequalities is explored in order to propose general suggestions for enacting higher education as praxis.
Session S-300 11:30am-12:30am

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

Adrienne Dixson, University of Illinois


Students in New Orleans are developing ways to advocate for themselves to get the schools that they deserve.  This session gives them a chance to share their stories about these efforts.  It also provides an opportunity for conference attendees to converse with these students about ways to be supportive of these efforts to improve educational opportunities.
Session S-302
Curriculums of Difficulty: Teacher Stories of challenge, enlightenment, and growth.

Christine Naquin, Nicholls State University, cnaquin30@its.nicholls.edu

Ashley Ward, Nicholls State University, award7@its.nicholls.edu

Rebecca Lundy, Nicholls State University, lundy@its.nicholls.edu


This symposium presents narratives created by teachers of difficulties with students and administrators using Leah Fowler’s “curriculum of difficulty.” These narratives are passed through the lenses of psychoanalysis, phenomenology, and hermeneutics helping teachers learn more about their students and their pedagogy to overcome prescriptive curriculum and to impact the lives of their students.

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

Lilach Marom, UBC, lilachmarom73@gmail.com


I will describe a case study of an alternative progressive teacher-training program in Israel. This is a unique program where they “walk the talk” by creating different experiences for the students while in training; not merely by talking about social justice and transformation as academic venues, but by experiencing them.

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

Christopher J. Kazanjian, New Mexico State University, cjkazanjian@gmail.com

James D. Smrtic, Mohawk Valley Community College, jsmrtic@mvcc.edu
This paper presentation discusses the current global situation regarding displaced youth and the implications it has for classrooms in the United States experiencing growing diversity. The presentation will offer a humanistic theoretical framework for curricular and pedagogical methodologies engaging displaced youth within the classroom and community.
Session S-304
Understanding the voice behind The Latino Gangsters

Mauren Navarro, New Mexico State University, maunavar@nmsu.edu


Using CRT, this essay utilizes counter storytelling to examine the culture of the Gangsters. Analyzes issues such as class, capitalism, cultural nationalism, and hegemony and how those theoretical concepts interconnect in the daily life of the Gangsters, affecting marginalize communities and the role of education system in this process.

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

Heather Cherie Moore, Purdue University, mooreh@purdue.edu


Hip-hop pedagogy has become a contemporary popular phenomenon in the fields of Education and Curriculum Studies. This paper argues for a renewed conversation on the documentary and literary discursive strategies of Tupac Shakur, as a way to revitalize pedagogies geared towards the formal and holistic education of black male youth.
Session S-305
Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era

Merjjena Hemp, New Mexico State University, merjjene@gmail.com


Teachers are facing major challenges on how to effectively answer questions about terrorism and how to deal with name calling that further escalates problem on bullying, discrimination, racism, and the marginalization of the Arab and Muslim immigrants who are one of the most vulnerable ethnic groups post 9/11.

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

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


This paper explores the cultural productions, epistemologies, and implications of undocumented migration across the U.S. Mexico border as a site of public pedagogical activity marked by the growing resources of information, educative programs, social networks, technologies, and consumerism that inform the complex relationship between the United States and Mexico.
Session S-306
Effects of Digital Divide on the Curriculum and Accessibility of Online Resources for Hispanic College Students – CCP

Rene Zuniga, University of Texas at Brownsville, ReneRZuniga@yahoo.com


The objective of this paper is to discuss the implications of the accessibility of the Internet and its relation to the success of Hispanic students who are marginalized by socioeconomic status, race, and gender. This paper will also highlight the effect digital divide has on curriculum and student success.

The Missing Link: Curriculum Design in Higher Education Degree Programs

Amanda Beirne, University of Southern California, abeirne@usc.edu

Danielle Klein, Louisiana State University, dklei11@tigers.lsu.edu

Maylen Aldana, Louisiana State University, maldana@lsu.edu


A phenomenon in student affairs is the entrance of new professionals into the field with little experience in curriculum design. This paper explores the emphasis placed on curriculum design courses in Higher Education graduate programs and the impact this has on how new professionals engage in designing student development opportunities.

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