ABSTRACT. Online higher education has increased in the past decade. This study explores issues and struggles that low socioeconomic status students face, due to social inequities, in pursuing online college degrees. Based on the needs of low SES students, a few suggestions to improve the quality of e-learning are made.

ABSTRACT. Teaching in the 21st century is centered on problem-solving and critical thinking skills. Teacher self-reflection using a guided framework can provide teachers with feedback on their teaching performance to create a greater awareness of teaching practices.

ABSTRACT. Decades of research guides the culturally responsive teacher and leader, including characteristics and training; however there is limited information about how culturally competent identity is formed amongst charter school principals. The purpose of this study is to examine and interpret the cultural competence identities of African American charter school principals.

ABSTRACT. Social studies teaching must include the development of democratic citizens. Teachers must engage students in a motivational and inspirational format to promote transfer and further understanding. Researchers will present arts-integration methods from grades 1-4 to teach citizenship education. Video, photographs, and examples of student work will contribute to the discussion.

ABSTRACT. This proposed symposium intends to examine the evolution of key tenets of the dialogic research method of duoethnography as the method evolves into its second decade. Specifically, the presenters will examine the changing emphasis of duoethnography as a contingent, responsive methodology during increasingly perilous times.

ABSTRACT. The presenters in this symposium work through decolonizing Hispanophone traditions in Latin America as a means of advancing transnational curriculum and pedagogy in K-16 settings. Presenters in this symposium advance new research emphasizing fictionalized and poetic testimonies as a means of advancing critical-historical readings of las Américas in K-16 settings.

ABSTRACT. This paper examines the changing perspective and practice of teachers who inquire into their use of student inquiry as a pedagogical tool. We examined four years of documents from a professional development program to articulate the descriptors for a framework that describes the development of teachers as collaborative inquirers.

ABSTRACT. Project Based Learning as an instructional approach will provide an authentic experiential learning to students in a General Chemistry course. Critical elements such as significance of the concept/s, essential driving question/s, students’ accountability, collaboration, project evaluation and student created artifact presented in class will promote comprehension and increased student learning.

ABSTRACT. Using critical ethnographic research methods, I conducted this case study examining teachers’ lived experiences as advocates for inclusion of students with disabilities in a parochial school. I began the study by examining cultural spaces, behaviors, and interactions through unobtrusive observations, and then conducted interviews to explore emergent patterns and themes.

ABSTRACT. Reflective writing can potentially provide teachers with a voice regarding professional development opportunities. However, our exploration of over 450 teacher reflection responses was repeatedly challenged by linguistic vagueness. This paper addresses categories of vagueness and possible ways to improve study implementation to elicit more precise language from reflective prompts.

ABSTRACT. As a Latina faculty, I possess intimate, robust knowledge universities may consider regarding their effectiveness in retaining scholars of color. I identify factors that contributed to my navigation of the tenure-track process as I explore the experiences of belonging and marginalization. I make recommendations in recruiting and retaining underrepresented faculty.

ABSTRACT. This paper explores the pedagogical possibilities of aesthetic exercises aimed at cultivating capacities for collaboration and attention. As practices that also register in the fields of community organizing and activism, these arts-based tools and present opportunities for interdisciplinary collaboration aimed at imagining and realizing alternative forms of communal life.

ABSTRACT. In this paper, I will attempt to uncover the meaning of a successful mentoring relationship from the perspective of novice teachers, and seek to understand the underlying themes that help describe this phenomenon. Hence, I will venture on a journey to synthesize the commonalities of their collective experiences and perceptions.

ABSTRACT. This article discusses relationships between constituents and agencies in Secondary and Tertiary Education in regards to the Dual Enrollment trend. While all parties agree that democratic principles should drive curriculum, a dichotomy is created when it comes to practicing these principles in the Dual Enrollment classroom.

ABSTRACT. This currere narrative explores my life teaching multicultural education. Turning through the Regressive, Progressive, Analytic and Synthetic, I explore my lived experience seeking understanding in a complicated course that asks students to actively critique their beliefs and understandings, leading to a conversation about race, gender, ethnicity and social class.

ABSTRACT. As an art teacher in Chicago, I collaborated on a project that focused on toxicity within the low-income community where my students lived. Through discussing this piece, and others that take on environmental racism, I try to describe the difficulty of creating memorable pieces of art around intersectional issues.

ABSTRACT. The Youth Artists for Justice project examines through research-based theatre how socioeconomically under-resourced and racialized young people in Boston and Toronto relate to social resistance. Youth identify educational reform as necessary to envisioning a more just and equitable society and portray as much in their original dramatic works.

ABSTRACT. Synthesizing the notion in theatre with the educational theory that learning is most effective when it is humanized (in touch with human experience and emotions) is the basis for this paper. This paper explores current examples of dehumanization and suggests ways to stave off its growing presence in higher education.

ABSTRACT. Through a mixed method process that includes focus groups, surveys, and archival review, the Department of Housing and Residence Life at Tulane University spent the summer of 2017 putting together their residential curriculum with the hope of creating enriching learning opportunities for all students within a predominately white, affluent university.

ABSTRACT. Recent times have proven frustrating for many curriculum worker/educators. However, one prof’s extreme experience of 2016-2017 may have taken exasperation to the extreme (e.g., needing both legs broken and reconstituted while teaching full time, face-to-face). Fortunately, some critical curricular thoughts and progressive pedagogical action have come from these dire circumstances.

ABSTRACT. In this presentation, we engage a discussion of psychoanalytic thought to quell our discomfort with the framing devices we use as "educational researchers” who focus on public pedagogy. Drawing on Lacan’s later work, we work to revivify psychoanalytic concepts in order to reframe the cultural construct of education.

ABSTRACT. This narrative inquiry explores our experience of our mothers’ dementia and seeks to bear witness to a curriculum lived in the sweet epistemological now of our mothers’ faraway eyes in order to counter master narratives of medicalized decline that define our mothers’ lives exclusively in terms of loss.

ABSTRACT. Critical exploration that addresses the challenges that African-Colombian students negotiate and cope with to become multilingual and multiliterate (in English and French) in the Foreign Languages’ Program (FLP), at a public university in Colombia. The study utilizes a decolonizing theoretical framework, a survey to professors and in-depth interviews with students.

ABSTRACT. This paper articulates the importance of organizing classroom spaces schools in Africa in ways that promote transformative learning. Although many schools in Africa have successfully educated many children through traditional pedagogical methods studies on contemporary pedagogical approaches underscore the importance of creating interactive classroom spaces that promote learner-centered pedagogy.

ABSTRACT. Technological milieu includes young children. Play time has traditionally been positioned as time for young children to develop social skills, pretend, explore and imagine. Parents are uncertain of the effects of technology on childhood. Emerging research indicates that how families use technology is important in the dialogue.

ABSTRACT. This research explores the outcomes of policy implementation from the perspective of policy makers and educators charged with implementation, specifically examining the decision-making process for district leaders during implementation.

ABSTRACT. How can educators use farming to contextualize real-world problems with their students? In this presentation, I explore education-focused farms through the lens of Uhl & Stuchul’s (2011) philosophy of teaching to embrace life by extending Christopher Emdin’s concept of “reality pedagogy” (2016) beyond the urban classroom and into the neighborhood.

ABSTRACT. Drawing from our insider/outsider experiences as a distance education student, administrator and professor, this paper examines tensions in the lived curriculum of distance education and its aims of expanded access at two Hispanic Serving Institutions.

ABSTRACT. Myriad challenges await educators responsible for the academic success of diverse English language learners (ELLs). Discovering what has been learned from previous resettlement programs about the educational and psychological journeys of refugees is imperative in facilitating academic success. Cultural, linguistic, academic, and affective attributes of newcomer ELLs will be explored.

ABSTRACT. Chinese is the fastest growing ethnic minority in the United States. Yet, current inquiry-based educational initiatives are problematic for these students. Building on the author’s research studies, differentiated instructional strategies are presented to assist Chinese ESL students. Additionally, this paper calls for cultural and political awareness and sensitivity.

ABSTRACT. Public education in the US is failing many students. Emancipating students and their teachers from a standardized curriculum and tests is needed to fulfill the promise of public education. Habermas’s funds of knowledge provide a framework to understand how the emancipatory work of Freire and de Lissovoy can transform education.

ABSTRACT. Using a critical curricular lens, the co-authors study the Participate Civics Course Curriculum. This research provides an important opportunity to learn what teachers on the front lines are doing: teaching from a curriculum to meet their high school students' needs for a New Civics in a new century.

ABSTRACT. While public libraries attempt to incorporate more multiculturalism into their literary offerings, this paper analyzes the books that librarians choose to display on their shelves. Ranging from graphic novels, new releases, and children’s books, the researcher examines the shelves at two public library branches.

ABSTRACT. This panel discussion focuses on one dimension of curriculum studies’ next moment. This emergent dimension focuses on the relationships between curriculum studies and administrative praxis. This panel discussion returns to the needful curriculum questions between between public intellectual leadership and the administration of material curriculum spaces.

ABSTRACT. This paper identifies and critically analyzes roadblocks that often prevent teachers from providing meaningful, yet efficient use of technology in the classroom.

ABSTRACT. In Mexico, Humanities are taught from Eurocentric curricula. A sort of self-blindness is promoted; educators suffer from racism and inequality, nevertheless they reproduce practices and beliefs that kept them from improving their lives. This paper will address the significance of this struggle and map strategies to mitigate institutional marginalization.

ABSTRACT. Through a brief critique of a generalizable writing assignment, this paper illustrates that traditional rhetorical practices and conceptions of audience still dominate First-Year Writing and Writing Across the Curriculum programs. The paper then analyzes a presenter-created multimodal assignment, which illustrates how integrating digital rhetoric can disrupt these traditional pedagogical practices.

ABSTRACT. Throughout history educators have debated the true definition of a child and the importance of incorporating philosophical inquiries into curriculum as early as possible. Drawing from Karen Barad’s New Materialism, Lewis Carroll’s canonical Alice’s Adventures in Wonderland (1865) and Through the Looking-Glass (1872) may provide answers to these questions.

ABSTRACT. As a critical arts-based project, I use sartorialism as an autoenthographic provocation evoking complex intersections of public and private identities within a system of surveillance. I present a self-constructed doctoral robe, complicating perceptions of a “Black” academic identity within the constructed hierarchies of rank and labor on the tenure-track.

ABSTRACT. "Who am I?" This is the most difficult question to answer. How could I know myself when I was not even allowed to use pronoun "I" at school as a child. This workshop will explore teacher identity through the experience of one Persian-Canadian teacher candidate.

ABSTRACT. Inequities in public schools have been exposed, critiqued, analyzed, and quantified, yet these inequities have persisted, become institutionalized, and impacted teacher education programs. Whether an education gap, opportunity gap, or education debt, once No Child Left Behind left its mark, marginalized student populations in public schools continue to be marginalized.

ABSTRACT. The goal of this proposal is exploring how inclusions and exclusions of students with disabilities in higher education impacts effort in enhancing responsive pedagogy.

ABSTRACT. Ticket-Out-the-Door is a strategy to check for understanding, learn what students are unsure of, and determine what they clearly embrace.

The feedback to the professor obtained by having students complete this activity structures a powerful formative assessment. Ninety Latino undergraduate's comments and patterns will be shared.

ABSTRACT. One of the unique features of Critical Race Theory lecturing and writing is its “unapologetic use of creativity” (Bell, 1995,p.899). As such, this paper focuses on how CRT and LatCrit, engage the aesthetic expressions of transnational and U.S. born Latino youth as testimonios that challenge the biopolitics of immigration.

ABSTRACT. Gender remains among the most challenging issues facing American Higher Education today. The United States has adopted a rather steady and progressive approach towards encouraging and offering gender equity in colleges and universities across the nation. However, little progress has been made.

ABSTRACT. Literature that addresses the need to hire more teachers of color so we (and the brown and Black girls we teach/research) receive culturally relevant mentoring is almost nonexistent. In this paper, I discuss my development of sista circle methodology to serve as both a qualitative research methodology and mentoring model.

ABSTRACT. Providing a voice for students in the formation of future curricular experiences, this presentation reports on the interview data collected and thematically analyzed to hear the perspectives of undergraduate students on the influence and lasting dispositional impression required lab hours in a multicultural education course had on their education careers.

ABSTRACT. This is a conceptual paper that uses the ideas of the hidden curriculum and critical public pedagogy to theorize how predominantly white churches can act as sites of learning to combat racism. Racism is a complex societal issue, and therefore unconventional places of learning should be considered to counteract it.

ABSTRACT. This presentation addresses faculty hesitation to engage in difficult dialogues by offering a practical rhetorical emergency kit that can be used by instructors across disciplines for ethical class discourse in situations of campus crisis such as vandalism, campus hate crime, instances of micro-aggressions, national tragedy, or other traumatic events.

ABSTRACT. In this symposium, we will explore several ways in which we can make use of LatinX epistemologies to counter, resist and/or transform curriculum and master narratives underlying it. LatinX refers to all genders, thus the use of this term is everyday resistance to a gender-oppressive narrative in itself.

ABSTRACT. This panel will explore ways in which four educational technologies, from across the curriculum, reveal student agency and enable learners to interact with their education in various ways. Research has shown that the importance of human agency among students in order to foster the educational environment.(Payne, 2006; Bandura, 2001)

ABSTRACT. This paper discusses the significance of teaching literacy across the content areas, based on the experiences of preservice teachers in their final semester prior to the student teaching experience. Its purpose is to inform practitioners within teacher education about how critical literacy theories can be practically applied in the classroom.

ABSTRACT. Using the example of how we read and teach novels by and about marginalized groups, this paper critiques colonization of the Other in literature curriculum and offers rhizomes and fractals as ways to (re)map textual space to expand possibility and understanding instead of collapsing and colonizing.

ABSTRACT. Teacher Candidates (TCs) in their foundational, multicultural coursework often resist opening doors to different methods, relying on their own, traditional school experiences to guide them. This article addresses a professor and six TCs who discuss the issues around arts-based strategies to teach social justice and diversity content to preservice teachers.

ABSTRACT. The paper discusses the importance of archiving oral histories of diversity advocates as part of challenging the hidden curriculum in higher education. Oral histories at a large comprehensive university were collected by the chief and deputy chief diversity officer. Issues of identity, social justice, social transformation are examined.

ABSTRACT. This paper proposes a curricular design that, while allowing African American Students’ Rights to Their Own Language, also allows students to meet the standard objectives of the Composition classroom, thus improving students’ objective scores as well allowing them to explore and expand the nuances of their language usage.

ABSTRACT. This proposal examines Bakhtin’s internally persuasive discourse to introduce dialogic pedagogies into the classroom. Internally persuasive discourse opens classroom interactions to multiple perspectives by resisting claims of authority. This resistance pushes against the authoritative voice of the teacher, creating spaces for participants to engage in collective rather than hierarchical meaning-making.

ABSTRACT. This informational session will describe writing for the Journal of Curriculum and Pedagogy. It will facilitate a conversation among JCP Editors, the Editorial Board, and prospective authors.