ABSTRACT. The present paper explores the emergence of data mining as an intervention for school safety. In a discourse analysis of a TED Talk video on mining text message data, this paper identifies assumptions and problems associated with such practices, cautioning against interventions that overlook curriculum and pedagogy.

ABSTRACT. As Ashland University’s online undergraduate and corrections programs continue to grow and expand, Ashland needs to provide some sort of online writing center that will cater to the needs of these unique students.

Ashland currently has a brick and mortar writing center for traditional undergraduate students and an online appointment center for the MBA, M.Ed., MARC, MAHG, and Ed.D. programs. Qualified upper-level undergraduate students act as writing center mentors, known as Writing Assistants, for the brick and mortar undergraduate students. Likewise, Writing Consultants with master’s degrees act as mentors for graduate students. To maintain institutional equity, an online writing center needs to be developed.

ABSTRACT. Providing incarcerated students with online college opportunities is changing the way students, family, and the correctional system view education. This presentation covers developing and delivering online curriculum, adapting secure technology, and integrating unique mobile platforms to empower students outside normal college-level education which is encouraging social change.

ABSTRACT. Although play is a fundamental human right, “educational” norms provide young children scant opportunities to play at school. During a play-based practicum, pre-service teachers (PSTs) completed journals about their experience. Analysis of these reflections suggests changes to PSTs’ attitudes about classroom play and empowers them to advocate for play-based education.

ABSTRACT. Racism(s), homophobia, [hierarchical and hegemonic] systems of oppression and discrimination, mal/miseducation, ignorance, hyperpoliticization and polarizing hostilities continue to plague, pester, and shape the United States’ political, social, educational, economic, legal, philosophical, psychospiritual and moral-ethical landscape(s). This climate impacts students’ education at every level. The climate created can impinge upon educational processes and conversations in destructive and counterproductive ways. Directly addressing this “new normal,” the author provides a critical reflexive [and at times, whimsically comical] account of an out gay cisgender educator’s transition from 10+ years teaching of English Language Arts in K-12 public education (within the poorest Congressional district in the United States, the South Bronx neighborhood of New York City) to pursue a doctorate in curriculum and culture (within a hyper-partisan, predominantly conservative university community) while teaching multicultural and interdisciplinary young adult literature to a group of undergraduate preservice educators. Through conceptual, abductive analysis of the experience, both in totality and a selected disaggregation of lived scenes, the author critically provides learned insights through multiple multidimensional lenses intersectionally deconstructing, reconstructing, and linking: politics (and politicking); Feminist, Queer, Critical Race Theoretical foundations and lenses; literacy education; multicultural education; postmodernism; currere; and social justice praxis; with dynamic reference to Humanism(s), Social Constructivism, phenomenology, hermeneutics and Critical New Materialism. Contemporaneously drawing linkages to the above, the author explicitly impugns Critical Whiteness Studies, standpoint epistemology, care theory, pedagogies of discomfort, reality pedagogy, multicultural educational formats, and Freirean modes of praxis. Finally, the author synthesizes his experiences in order to justify several recommended concrete discursive pedagogical practices toward educative and active social justice praxis.

ABSTRACT. This chapter will contextualize and historicize the authors’ teacher education program. We aim at depicting our teaching practices and approaches to challenge and disrupt traditional perspectives to education through vignettes about our experiences in this program, especially in relation to the work of de-westernizing schools and society’s practices.

ABSTRACT. In this public action presentation, the audience will be introduced to a multicultural library project. The presenter will talk about the process of establishing this library and show a website created to supplement the use of the library. This presentation will provide ideas for promoting diversity through multicultural children’s literature.

ABSTRACT. With the increase of unaccompanied minors arriving along the U.S. Border daily, having experienced refugee-like situations including deprivation, separation, torture, loss of loved ones, starvation, and recruitment as child soldiers, educators are challenged to strongly advocate for the effective and equitable teaching of newcomer English language learners who arrive alone.

ABSTRACT. Tom Petty immortalized the words "Don't come around here no more, in his 1985 hit. However, these words also frame the historical discussion and debate around the education of students with exceptionalities. This paper examines from where education has come from to where it is going, using the refrain "Don't come around here no more" as an echo throughout history as it relates to building and designing educational systems that are exclusionary and intolerant of marginalized populations

ABSTRACT. The purpose of this qualitative case study is to understand how, after participating in a year of mentoring, professional learning and development is transferred to subsequently transform instructional delivery the second year of teaching. These novice secondary teachers should have had a mentor to guide them through their instructional practices.

ABSTRACT. This paper characterizes the literature on Hispanic Serving Institutions (HSIs), and discusses ways to shift them from Hispanic-enrolling to Hispanic-serving and Hispanic-graduating institutions. Currently, many so-called HSIs are simply “counting...brown bodies” (Greene & Oesterreich, 2012, p. 169). The transformations necessary for HSIs to truly serve their name-sake students are addressed.

ABSTRACT. This paper attempts to explain the reasoning behind the importance of teacher leaders getting professionally develop as a schooling practice and its implications by defining aspects in curriculum theory, strands, and relevant professional development trending topics.

ABSTRACT. I describe rise of independent, non-university based, teacher preparation programs and situate their work of these programs within the current conservative, neoliberal-oriented reform movements in the U.S. and relate their actions to economic “disrupters.” I catalog the many ways these new programs position themselves to profit from this ideological context.

ABSTRACT. This workshop explores using writing as a regenerative act of empowerment in activism. Examples and numerous hands-on workshop activities can be used by participants in their own activism work or to teach students whose compliance-driven schooling experiences have impacted their ability to advocate, think, and write expansively and with passion.

ABSTRACT. Junior scholars and folks new to C&P are encouraged to attend one of two mentoring session opportunities. A pair of experienced C&Pers (who benefitted from C&P’s commitment to mentoring them years ago) will facilitate these casual/constructive discussions to help guide participants to make the most of their time at/in C&P.

ABSTRACT. In this self-study, I describe my experiences as an international educator teaching an education course of critical content. With data from my journal and feedback from two critical discussants and my students, the findings serve as a counter-narrative to problematize a simplistic view about the experiences of international educations.

ABSTRACT. The goal of this paper is to use an ethnography and an autoethnography to describe two Hispanic Women’s lived experience of STEM education as students and as educators in two border town school districts. Additionally, a discussion about what can be done in order to recruit more Hispanic female students into STEM programs will take place.

ABSTRACT. This presentation will highlight the CREST professional learning program designed for secondary teachers interested in exploring the principles and practices of place and project-based education. The experience of sharing this place-based learning opportunity may be of interest to other educators who work to build teachers’ capacity to offer more authentic and engaging STEM education to their students. The CREST professional learning program offers a framework, through its touchstones, to advance and support new directions and initiatives in STEM curriculum and pedagogy.

ABSTRACT. Employing feminist post-structuralism we re/examine contemporary discourse on ‘equity in STEM’ by attending to communication, collaboration, and community. What constitutes equity in STEM Education? How might educators foster equity within dynamic discourses? Delving beyond utilitarian aims of equity, we unpack deeper ideological assumptions circulating throughout discourses of ‘equity in STEM’.

ABSTRACT. What would happen if four key education philosophers and theorists met and tried to design a school that met the needs of all students? This working copy of the script examines that specific possibility? How would John Dewey, Ralph Tyler, Col. Parker, and Frank Bobbit interact with each other? Could they find a common ground? Is it possible that through their fictional discussion that we can find some focus on where we are heading in education today?

ABSTRACT. The American curriculum in the latter part of the Nineteenth Century into the emerging Twentieth Century became a competition of views between four separate interest groups. This presentation will review the four orientations of which we view curriculum in addition to the importance of student engagement within the classroom.

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.

ABSTRACT. This is a collection of four performative testimonios that reflect on our experiences as transnational/decolonizer women teaching in academia. We are multilinguals, with English not-our-first language, multiple cultural knowledges, and personal and professional experiences which greatly influence our pedagogies and the (trans)formation of our identities as transnational educators located in the USA.

ABSTRACT. During the first session of the first day, participants will partake in storytelling, guided-imagery, and playbuilding activities to examine lived-experiences of students and teachers, create a few vignettes about them. During the clossing performance, participants will perform these lived-experiences to conference delegates. One extra rehearsal expected.

ABSTRACT. This comparative auto-ethnography aims to examine how Dan C. Lortie’s (1975) study of the profession of teaching in Schoolteacher: A Sociological Study compares to the author’s teaching experience and to the literature that has since reviewed Schoolteacher. This work produces deeper interpretations of the new teacher experience and practices of socialization.

ABSTRACT. In this autoethnography, I tell the story of my experience transitioning from a veteran classroom teacher to that of an emerging scholar and teacher educator at one midwestern university. This critical, self-reflective paper explores my own pedagogical shifts in thinking using a culturally responsive teaching lens. In reflecting upon my K-12 classroom experiences, I attempt to improve my effectiveness as a role model for preservice teachers. Using personal narrative as a method, I discuss the importance of developing a social justice minded approach to teaching.

ABSTRACT. This paper presents the results of a pilot study that examined the work of ten teachers in the design and implementation of student inquiry and teacher inquiry. The results compare the development of teachers in one area of inquiry with that of the other.

ABSTRACT. This paper argues that writing instructors should interrogate their marked and unmarked privilege(s) to determine whether they factor into an unintentional promotion of commonality rather than difference in their writing curriculums. The speaker shares her own privilege interrogation and how it impacted her curricular revisions.

ABSTRACT. I spent my college years planning for law school and imagining myself in a court room. Then, I coached a middle school basketball team and those young girls changed my life. Coaching basketball and how to be members of team set my life on a trajectory I could not have imagined.

ABSTRACT. Two white women professors who teach courses on diversity in education in different social, political, and geographical contexts reflect on our experiences with students. We individually and collaboratively explore how our students read us in gendered and racialized ways while we enact anti-racist pedagogy in our white, female bodies.

ABSTRACT. This paper presents a meta-analysis examination of the institution of American slavery as it relates to current hegemonic issues in education, revealing a persistence of slave trade ideology through education and challenging the slow and possibly deliberate progress to close the Achievement Gap/Debt (Ladson-Billings, 2006).

ABSTRACT. This paper explores the legacy of Andrew Jackson through a small case study conducted in two middle school 8th grade classes. By analyzing student-generated data, textbooks, and teacher lessons, what emerges is a very incomplete curricular understanding of the destruction Jackson forced on Native American communities.

ABSTRACT. This paper examines whether and how, the intentional curricula is aligned with the enacted curriculum on education for democratic and active citizenship in Portugal. We analyse the centrality of democratic education for active citizenship and discuss how the intentional curricula frames civic engagement and teachers’ practices.

ABSTRACT. Establishing links between the history of the institution and social justice topics in the curriculum may be a tactical way to promote meaningful learning.

ABSTRACT. In this presentation, we seek additional critical complexity into understandings of non-essentializing racial identities. Drawing on complex racial understandings in Fanon and Anzaldúa, our research notes provide an initial reading of Tania’s race-evasive transcript in approaching Critical White Studies’ taboo question: Can people of color identify as White?

ABSTRACT. Using a critical feminist (Lara, 2002; Marshal & Anderson, 2009; Weiler, 2017) and decolonial theoretical frame (Battiste, 2013; Patel, 2016; Tuck & Yang, 2013), this manuscript examines and describes the efforts of three female self-identified justice oriented social studies teachers as they work to teach critically in as they describe “negligent”, “hostile”, and “unsupported” urban school environments. Using interview data (Yin, 1989, 2003) from four years of a five year longitudinal research project investigating how justice oriented teachers defend, expand, and sustain their teaching. This manuscript will detail barriers, compromises, successes, and continued struggles of these teachers over time. Data is taken from 8 120-180 minute deep (Holstein & Gubrium, 1995) semi-structured interviews (Yin, 1989, 2003), elicitation device driven (Barton, 2015) interviews conducted each semester of the study as well as field notes (Emerson, Fretz, and Shaw, 2011; Wright-Maley, 2015) and memos (Peshkin, 1988) derived from these interviews. Manuscript will detail advice for teacher educators work with pre-service and in service teachers, advice for the field of curriculum and pedagogy, and offer advice to educators in the field.

ABSTRACT. School-University partnerships call for boundary-bridging efforts between all stakeholders to navigate a space where “academic, practitioner, and community knowledge come together in new, less hierarchical ways in the service of teacher learning (Martin, Snow, & Franklin-Torrez, 2011, p. 89)”. This communal, ‘third space’ is integral to the nurturing of relationships with program partners. Presenters will share early-stage progress of a Grow-Your-Own program, but examples of disequilibrium and vulnerability while navigating the ‘third space’ will be the focus of the presentation.

ABSTRACT. This public action art workshop will engage participants in off the block (non-traditional) printmaking methods to critically examine the inherent power structures that are engendered in language and language use. Participants will walk away with a unique print and a new perspective.

ABSTRACT. Journals kept by Latinx preservice teachers who completed one week internships in the Houston ISD May 21-26, 2018 will be qualitatively analyzed. Students will keep journals about what they observe and experience. Researchers will complete a qualitative analysis of artifacts and share findings about benefits and barriers of participating in this professional opportunity.

ABSTRACT. This paper will discuss the terms inclusion and inclusive practices as terms that by definition continue to ostracize and label students with physical and mental disabilities. I will present that the model of inclusion as it stands now is a faulty model and continues to create educational systems where not all students are viewed equally. This paper will examine the evolution of inclusive education from inclusion of minority groups to low socio-economic groups up to the present debate on the inclusion of students with intellectual and physical disabilities.

This presentation will look at inclusion practices around the globe through published research as well as current educational laws and mandates that effect the educational system. I will not only discuss the research but propose a solution to how we can ensure that every child matters, no child is left behind, and that we can effectively remove all barriers to learning and achieve education for all.

The essential questions to be answered within this presentation are; 1) Can curriculum be developed that creates and environment where every child in school can access equal education, overcome personal and societal barriers to learning, and learn at their maximum potential?, 2) Are there any models within education that support some or all of this goal? 3) How can we utilize our global knowledge and research to create a more efficient and effective education system for all?

This paper will be updated to include how the current political environment in Illinois has created a teacher shortage, including review of current and proposed legislation regarding, pre-service teacher preparation programs, standardized teacher candidate assessment, and how it has led to the current teacher shortage in low-income, urban, environments as well as in Special Education

ABSTRACT. I take an autoethnographical approach to reflecting on my identity and its complexity as it connects to my research interests in Language and Cultural transmission among African immigrants in the U.S., the researcher I am becoming, the mother I am and becoming and the teacher/professor I am and hope to be. I use narratives to recount events in my past and present life that have led to the person I am and becoming. These stories also reveal change and stasis in my perspectives and identity formation. This process of reconstructing one’s identity is messy; I have had to sift through my memories, experiences, picking and choosing aspects of my life that best reflect who I think I am, only to find that there are parts of me I could only see through writing. So, who am I? I am complex African woman with a tinge of American in me.

ABSTRACT. The purpose of this paper is to explore the presence of hegemonic thinking and constructive implications of globalization, in expected outcomes of an international education experience in students from a Hispanic Serving Institution in the US-Mexico Border.

ABSTRACT. Despite common challenges that indigenous people face around the world, Adivasis are not recognized as indigenous peoples elsewhere. Furthermore, popular culture reinforces stereotypes and presents Adivasis in an extremely problematic light. This paper explores the ways in which public pedagogy, drawing from Adivasis social movements, can be used to decolonize research and practice.

ABSTRACT. Inquiry learning fosters the development of democratic competencies as it leads students through investigations which can generate multiple solutions. The constant comparative method of qualitative analysis revealed that this year-long project with preschoolers in a garden-based inquiry study fostered connections to NCSS themes and early childhood social studies developmental goals.

ABSTRACT. The purpose of this presentation is to explore intersectionality for the scholar formation of Black doctoral students. The presentation will begin with a discussion of intersectionality and curriculum studies followed by a discussion about scholar formation. The presentation will conclude with the ways in which intersectionality may inform scholar formation for Black doctoral students.

ABSTRACT. “What’s up with spelling?” “Why” I thought, “am I teaching my students words that would likely be forgotten the next week and handing back spelling tests with disheartening results.” So, I tried a different approach, students chose their own words and we never had a test on Friday.

ABSTRACT. The rising trend of interest-driven arts learning has provided expanded opportunities for how youth engage in public discourse and modern participatory politics. Drawing on a yearlong ethnographic study of youth experiences in the arts, this proposal aims to share insights on underlying processes that facilitate youth voice and influence.

ABSTRACT. Contextualized against the backdrop of progressive advances in social justice under threat of falling casualty to fascism, recent advances via pockets of queer resistance in pop culture seem particularly noteworthy. Fresh reboots in how LGBT/Q+ matters are being produced, consumed, mediated, and explored have become ripe for the curricular queering.

ABSTRACT. Bertolt Brecht’s plays may be more relevant and necessary in 21st Century America than ever before. There seems to be a trend toward constraining empathy and fostering extreme capitalism in U.S. politics. Brecht’s ideas of Epic Theatre could be a way to assuage this sentiment. Synthesizing the notion theatre and education operate best under the auspices of empathy and community, this paper employs theories of Freire and Greene as parallel points of discussion. Teaching and producing Brecht’s plays may be a primary way to stave off student complacency and inspire activism against injustices.

ABSTRACT. n this symposium participants present papers from a forthcoming edited work on the generative and generous gifts of William E. Doll, Jr., to curriculum studies, conversing together particularly around his “inspiriting” influence, by which we might experience re-awakenings to complexity, mystery and relationality—critical for imagining any democratic futures, and actions in the way of their realization.

ABSTRACT. This interactive workshop will inform educators of media tools that students can use to create videos that display their passion involving sociopolitical issues. By using media tools to encourage involvement, educators can increase social justice awareness. During the workshop, participants will have the opportunity to create videos using these tools.

ABSTRACT. Tanner, S. (2018). Whiteness, pedagogy, and youth in America: Critical whiteness studies in the classroom. New York, NY: Routledge.

In this book talk, I will share my recent publication Whiteness, Pedagogy, and Youth in America. This book employs a narrative approach to recount and interpret the story of a teaching and learning project about whiteness. By offering a firsthand description of a nationally recognized, high school–based Youth Participatory Action Research project—The Whiteness Project—this book draws out the conflicts and complexities at the core of white students’ racial identities (Lensmire, 2017; Thandeka, 1999). Critical of the essentializing frameworks traditionally given to address white privilege (Jupp et al., 2016; Tanner, 2017), this volume advances an account of second-wave critical whiteness pedagogy.

ABSTRACT. 2018 C&P Curriculum Series edited book.

ABSTRACT. In the Exposure series, Epps details the college experience from the point of view of a student leader and new sorority member, who realizes the impact of being LGBT and Black within Greek life at a predominately white institution.

ABSTRACT. This book talk explores White Fatigue: Rethinking Resistance for Social Justice. Simply, White Fatigue describes a quasi form of resistance by White learners who believe racism is wrong but struggle to understand how racism functions.