ABSTRACT. This paper examines the depoliticization of diversity discourses and practices in teacher education and the neoliberal university at large. Through a methodological bricolage, this paper highlights critical autoethnographic reflections and analyses from biopolitics, affect studies, and black feminist thought to instantiate a new social imaginary of engaging with difference.

ABSTRACT. The increasing diversity in student population in America makes attention to the issue of how to improve current educational philosophies, teaching pedagogy, and teacher preparation to meet the need of multicultural students vital. This study examined current teacher education models and proposed multicultural perspectives on preparing culturally responsive teachers.

ABSTRACT. Multiculturalism is often supplanted with colorblindness, assimilation, and other conservative forms of inclusion. Using a case study design, this work explores the perceptions and experiences of students at a high performing urban school that progressively uses anti-racist and non-hegemonic curricula as an alternative approach to learning.

ABSTRACT. This session will be a walking tour in the French Quarter during which I will read sections of Faulkner's "The Bear." At each stop, I will relate personal narratives of growing up in New Orleans. I will consider Faulkner's story and my narratives as a metaphor for curriculum and pedagogy.

ABSTRACT. This presentation is designed to stimulate dialogue surround teaching and learning in the 21st century. Social justice can be a tool to unite learners with varied abilities in our increasingly multicultural and inclusive classrooms. Educators who serve diverse learners examine ways to increase student engagement while teaching the prescribed curriculum.

ABSTRACT. This workshop will engage participants in practices of long form improvisation in our to think about teaching, learning, and research. This workshop will facilitate a consideration of what improvisation can teach us about the work of curriculum theory.

ABSTRACT. Initically feminism was limited to address needs of a specific social and ethnic group of women. Ideas of intersectionality, a broader understanding of the complexity of gender subjectivities, and growing concerns of global issues regarding women suggest the need to reconsider and diversify the women and gender studies curriculum.

ABSTRACT. In order to combat discrimination faced by transgender students, this paper presents the Inclusive Education Model: equal access to educational opportunities; sensitive and trained teachers; facilitating environment; and customized pedagogy. It is relevant in application to cross-national contexts as well.

ABSTRACT. This paper discusses the potential of a pedagogy that intersects critical literacy studies with affect/emotion studies as a framework to replace traditional practices based on critical pedagogy within Higher Education, especially pedagogical practices that engage students from privileged and dominant groups, or those who have internalized or embodied these ideologies.

ABSTRACT. The method of currere in curriculum theory (Pinar, 1975; 2012) is widely used in education graduate programs, but is limited in undergraduate curricula. This session explores strategies for using currere in undergraduate introduction, advanced writing, and capstone courses in teacher education to reclaim student voice in the learning process.

ABSTRACT. This paper presents findings of a research project conducted by University of Toronto second-year Master’s of Teaching students and four classes of 6th-grade students. Student researchers conducted a series of assets-based community mapping activities of the middle school neighbourhood; an economically and racially marginalized community in Toronto’s East end.

ABSTRACT. This educator believed that changing her pedagogy for Black History in her Spanish class would help engage students more. However, she never fathomed that it would also change the preconceived stereotypes of Latinos her students once held. This educator will share her results and display the works of her students.

ABSTRACT. This proposal explores pedagogy through a narrative oral inquiry lens. Narrative oral inquiry involves weaving together data from multiple sources to craft a single narrative of a phenomenon. Application of this research methodology to teacher education focuses on providing participants the opportunity to engage in active and reflective meaning-making processes.

ABSTRACT. This paper argues for a political ontological approach to ethnographic educational research. A political ontological approach decolonizes "culture" by emphasizing its storied performativity and ontological conflicts, which involves unveiling world-making practices, stories, and knowledges that students engage in that gradually disrupt modernity’s darker side of coloniality.

ABSTRACT. Schwab proposed the curriculum development approach labeled “curriculum deliberation.” Although it is well known contemporary phenomenon, we know little about the curriculum deliberation process at an institutional level called School Based Curriculum Development. The present study analyzes one such case of Miami University’s curriculum deliberation process.

ABSTRACT. This paper explores the ways in which ePortfolios, as autobiographical curricular practice, can serve as critical counternarratives that challenge singular stories of academic performance and master narratives of knowing prevalent in eLearning literature and pedagogy.

ABSTRACT. The place where we grow up has an enormous influence on who we grow up to be. Understanding the significance of the research is essential for connecting place, learning, and people. The purpose of this paper is to draw attention to the benefits.

ABSTRACT. Employing participatory theatre, this workshop will provide participants with a brief overview on how video vignettes addressing social activism, mental health, academic integrity, and drinking choices were devised, lead them through a variety of forum theatre approaches (Boal, 1979) that generate dialogic conversations and conclude with discussions about the process.

ABSTRACT. In this conference we intend to present Philosophy of Education through performance (drama). The purpose of this performance is to initiate a mindful engagement with the audience to discuss complicated issues in education. The performance also aims to discuss art based performance as an educational practice in the classroom

ABSTRACT. The concepts of thinking and writing about social justice share potential barriers in student learning, including lack of salience and resistance. This session provides participants with a social justice tool kit for the post-secondary classroom drawn from the literature and presenter experiences, as well as hands-on activities using strategies presented.

ABSTRACT. National mandates have practically eliminated play in schools. Explore children’s right to play as social justice; consider responses to the systematic rejection of play as pedagogy; examine one teacher preparation program’s efforts to effect change through a community program that documents the holistic benefits of children’s self-directed, free play.

ABSTRACT. This symposium session will provide an opportunity for the presenters to share details about an Integrated Collaborative Partnership Agreement between a school district, university-based EPP, community college, and an ACP established to support the common goals of recruiting, preparing, and retaining successful teachers in a north Texas school district.

ABSTRACT. Three doctoral students, using the methods of currere (Pinar, 1975) and Critical Race Feminist currere (Baszile, 2016), examine educational and teaching practices to help them become better educators, scholars, activists, and advocates.

ABSTRACT. The purpose of this symposium is to present and consider the implementation of second-wave, critical whiteness pedagogies in schooling contexts. Presentations will consider how educators can rely on critical whiteness studies to create sophisticated whiteness pedagogies to facilitate effective anti-racist work with students, especially White students.

ABSTRACT. This presentation will explore curriculum through music using critical, race, and feminist perspectives. After an overview on the significance of music for pedagogy on curriculum, four Black/Brown women will discuss the ways a song addresses their understandings of curriculum through a particular theoretical lens. A Q&A session ends the session.

ABSTRACT. An exploration of the construction of global citizenship, and the connection of students' socioeconomic status, social class, race with the intention and participation in study abroad.

ABSTRACT. In this paper tracing nearly 40 years of the biannual OISE Survey of Educational Issues (Canada’s longest running education survey) its Co-Director highlights major trends and developments in public opinion on education, with a consideration of the ethics and historical trajectory of public imagining of education in Ontario, Canada.

ABSTRACT. With African American students receiving three times the number of schools/expulsions, it is imperative to explore the relationship between schooling and criminal justice. It is also important to consider ways U.S. schools continuously underserve students and communities of color. This presentation connects the Black Lives Matter movement and urban education.

ABSTRACT. Through an interactive session, the presenters will introduce their e-book series entitled International Conversations of Teacher Educators. The series is an open access on-line publication that gives voice to the academics and practitioners as they reflect on what it means to be an educator in our rapidly changing world.

ABSTRACT. This session explores the autobiographical nature of the currere approach while extending the method to potential use for creating critical social action that is simultaneously educational, personal, practical, critical, collaborative, political, social, intellectual, and academic. The product of the presenters' work is the new Currere Exchange Journal.

ABSTRACT. This text explores the lived experiences of six adults, where narrative data reveals their education journey in DIY Punk containing mis-educative experiences, educative experiences, and ultimately educative healing experiences. Through the use of curriculum frameworks, a better understanding of the essence of the learning experience outside of school is gained.

ABSTRACT. The present study addresses how Photovoice (Wang & Burris, 1997) aids three university LGBTIQ+ students in grieving Pulse. We used a grounded theory (Glaser & Strauss, 1967) approach. Four main themes emerged from the interviews and photographs: optimism, grief/mourning, ideological, and descriptive. Implications and suggestions for future research are included.

ABSTRACT. This presentation will explore how the community values and expectations established by a student conduct office can provide students with tools and opportunities to 1. identify and define their own values and 2. think critically about how those values impact others in preparation for their membership in the greater community.

ABSTRACT. An educational studies professor and four undergraduate students discuss the methodological use of Artist/Researcher/Teacher (a/r/tography) as means to introduce intersectionality to young students in the classroom. The article discusses a/r/tography as method in teacher education as well as a university conference presentation led by four teacher candidates (TCs).

ABSTRACT. Technology applications are here to stay; however, the discourse created around the implementation of technology applications in early childhood education (ECE) is ambiguous. From a Foucauldian perspective, I will analyze the implementation of technology standards in the ECE curriculum to make better decisions about how and when to adopt them.

ABSTRACT. Abstract: In this session, I will discuss findings from my dissertation. The dissertation study explored how White female pre-service teachers’ perceptions of race and gender were informed by their reading of counternarratives about Black females written by Black female authors and their participation in a book club.

ABSTRACT. Using testimonio as research methodology and epistemology, we have created a space for stories of immigrant women’s journeys depicting leaving from, searching for, and not/finding home. These stories present a cacophony of experiences of migration to the United States, the struggles encountered, battles (un)fought, spaces won/lost, and (un)contested reverberations.

ABSTRACT. This study examines preservice teachers’ reflections following field experiences integrating knowledge and skills that are effective when working with a diverse student population. Findings reveal that their interpretations of these experiences with English Language Learners exhibit four distinct levels of engagement. Implications for curricular and field experience design are discussed.

ABSTRACT. This paper highlights a South Texas school that successfully found ways to bridge the gaps between instructional design and curriculum studies in order to maximize educational technology in Bilingual Education, as measured by the School Technology and Readiness Chart (STaR) and the State of Texas Assessment of Academic Readiness (STAAR).

ABSTRACT. This study of an urban 9th grade English Language Arts classroom describes student agency in shifting “required” depersonalized and perfunctory tasks, projects, and activities to more humanizing endeavors. Using discourse analysis, we indicate how students molded activities and interactions in meaningful ways through centralizing their sociocultural identities and experiential knowledge.

ABSTRACT. Hispanic female students are the minority population when it comes to taking higher level courses in Science Technology Engineering and Math fields. There are more boys enrolled in STEM classes than girls. To level the educational playing field, we need to recruit more girls into STEM through STEM camps.

ABSTRACT. Critical multicultural education is a vital practice. Yet for many teachers, finding an entry into multicultural theory can be challenging—moving from theory to practice intimidating. In this presentation, the author traces how her experiences as a former teacher prompted the development of a new website for P-12 educators.

ABSTRACT. Comments on progressive education has been controversial (Kliebard, 2004; Winfield, 2007). This paper attempts to comprehend progressive education through reviewing relevant progressive curriculum policies towards ethic groups including Japanese Americans in Hawaii, native Americans and Hispanic Americans in Texas from the end of 19th century to 1930s.