ABSTRACT. In New Orleans, Louisiana, food shapes much of the discourse around cultural history and identity. Residents of this city identify with the historical and cultural significance of the dishes they cook, and as a result foodways as a curriculum emerges as a way to engage individuals in their learning and development. This presentation explores a space where food and foodways prompt Creolization theory to materialize as a learning theory where the intersection of class, race, and geography impact how new forms rise from native understandings. By drawing connections between learning, cultures of power, complexity theory, and creolization by way of rhizomatic thinking, this presentation proposes challenges to some of the dominant narratives of education that shape our modern curriculum.

This presentation will explore how this theory looks in practice by reviewing a narrative study of the students going through a foodways service curriculum at Café Reconcile, a teaching school in New Orleans, LA. The study is concerned with how students learn in a space where the classroom is not just four walls and rows of desks, but instead is reimagined to also include a kitchen, restaurant, and the context of the local community. Furthermore, this study explores what learning looks like in a space where food and life skills dominate the daily learning activity instead of the national curriculum. Through six months of site observation and 10 semi-structured interviews, the author explored the experiences of students going through the life-skills and food curriculum offered at the research site. Through their narratives, the following themes emerged: (1) students desire to be part of a community that explicitly shows care; (2) students are empowered and generate internal motivation to persist after gaining membership into the learning community; (3) the shape of learning changes from theory to application within a kitchen space; and (4) within this type of space, learning how to navigate cultures of power takes precedence over the food content.

A foodways curriculum values difference, is flexible, demonstrates learning in new forms, and is characterized by care. Pulling from theories of learning, development and post-modern understandings of shape and space, this results of the study suggest that we look at learning as a curricular movement that challenge existing modes of thought concerning the role of the teacher, the student, and the environment in which learning takes place.

ABSTRACT. Drawing from a co-constructed autoethnography, this presentation performs and theorizes a lived curriculum of engendered daughter care and dementia representing a constellation of defiance against patriarchal constructions of the “right story of dementia” its sufferers and those dutiful daughters charged with their care.

ABSTRACT. This session presents the findings of a research study into issues of in/equity in artist identity formation in young people in a social justice-oriented arts education internship at a contemporary arts center in New Orleans.

ABSTRACT. In this paper, we reconceptualize the public university as a space of public pedagogy toward ethical commitments to their communities. Drawing primarily on the White Rose, a University of Munich anti-Nazi collective, we offer visions of collectivized public intellectualism that invites ethical, affective, and ontological forms of collective pedagogical experience.

ABSTRACT. In this session I will discuss several images of my arts-based educational projects. with a focus on images from New Orleans. This first one comes from the titles of this session, and it is a Mixed Media Tableau. Like Bakhtin, I believe that ignoring the material body in the carnivalesque and its degenerative and regenerative functions we are prevented from understanding our connection with the cosmos, our regeneration through reincarnations, and our mystical metamorphosis in daily living.

ABSTRACT. Guns and physical violence were employed to maintain the status quo during the important but largely forgotten Timber Wars of the early 1900's. However, the battles over ideology, played out in the churches, schools, and union halls, were arguably more damaging over the long haul.

ABSTRACT. Creating curricular spaces for online students that are interwoven with curricular spaces of on-campus student’s is the goal in higher education. This article will explore the rhetoric of access as a powerful hidden curriculum that can perpetuate the marginalization of online students.

ABSTRACT. This study examines the emotions of pre-teacher candidates (PTCs) addressing difficult topics necessary for inclusive thinking in children. Participants chose, designed, completed, and reflected upon “tender topic” read-aloud sessions in field experience placements. Through open-ended coding, researchers discovered the concerns, excitements, and perceived value of PTCs when addressing tender topics.

ABSTRACT. In the 21st-century education system, students enter the classroom with uniquely different backgrounds and skill sets. Teachers are charged with the task of engaging these culturally and linguistically diverse students through their instruction. To do this, though, teachers must see all students as capable learners in the classroom and allow them spaces to invite their outside lives inside the classroom. Gloria Ladson-Billings (1994) proposes that this can be accomplished through culturally relevant pedagogy, or “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (pp. 17–18). This dissertation aims to explore the enactment of culturally relevant teaching in three different urban elementary and middle-grade writing classrooms. Qualitative case study methods were used to interview, observe, and collect artifacts in order to answer the question: “How do culturally relevant teachers assess writing?” This study aims to spotlight the instructional practices of three teachers over the course of one writing unit of study, and provide examples of how culturally relevant pedagogy might be enacted in writing classrooms. More specifically, this study explores how teacher-designed writing assessments and feedback can be used to create healing spaces and promote academic success for all students.

ABSTRACT. In this paper I create a dialogue that seeks to understand why our students do not trust us as their teachers. There is a growing distrust in our schools that too often goes ignored and unmentioned. A disconnect exists between student and teacher and the relationship they share. This lack of trust creates a chaotic learning environment that spirals into numerous other problems. From students that disrupt and distract to students who stress themselves out trying to be perfect, teachers are not equipped and lack the ability to meet the diverse needs that walk into their classroom everyday. The education system tries to solve these problems, but the solutions they provide fail to address the heart of the matter. Teachers and students need to develop a trusting relationship with one another, rather than focusing on external behavioral strategies that lead to a temporary resolutions, if any.

ABSTRACT. Research on classroom talk indicates an inconsistency between teachers’ beliefs and practices. Teachers seem to be willing to change their practices but resistant toward changing their beliefs. This phenomenological study suggests that teachers actually hold discrepant views about learning (dialogic) and teaching (non-dialogic), which may initiate the perceived pedagogical resistance.

ABSTRACT. Complexities underlie decolonizing work in relation to whiteness necessitating reengagement with the previous critical thought of Black and Brown decolonizing thinkers. Among others this paper asks: Is decolonizing the mind exclusive or complimentary to other vital forms of decolonizing work that are relevant to the undoing of whiteness by educators?

ABSTRACT. Before we can decide what curriculum orientation best fits the needs of today’s schools we have to look at the overwhelming challenges schools face. Public education is struggling, and we must ask ourselves what are the underlying problems keeping students from reaching their full potential in schools today.

ABSTRACT. The purpose of this paper is to tell the story of the challenges of migrant teachers in Louisiana using the theoretical lens of AsianCrit. Using the different tenets of AsianCrit and its theoretical mother Critical Race Theory, it will explore how we can best prepare migrant teachers from Asia.

ABSTRACT. Colleagues Helping Implement Lifelong Learning (C.H.I.L.L.) is a student-led organization that values the renewal of passion for the education profession through numerous immersive classroom experiences, networking opportunities, and cross-curricular collaboration. The participants will be aware of the successes and challenges that C.H.I.L.L. has faced within our Educator Preparation Program.

ABSTRACT. The proposed panel presents three collective auto-ethnographic explorations of the individual and collective journeys of our seemingly incongruent experiences, the tensions and plurality of our storied lives—in the context of a Hispanic-Serving Institution (HSI) situated in the USA-Mexican border, en la frontera—extending beyond identity intersectionality and decolonizing efforts.

ABSTRACT. This paper will explore potential intersections of the fields of intercultural learning and multicultural education. Using theories including critical race theory and Banks’ five dimensions of multicultural education, I explain the need to examine the intersections of these two fields and how that intersection can be applied.

ABSTRACT. This paper synthesizes extensive grassroots organizing experience and postmodern theories of justice to articulate a radical community organizing pedagogy. After an onto-epistemological critique of utopia—an unnamed though ever-present theme in movement-building—this paper imagines a pedagogy for community organizers that embraces ambiguity in times shocked by political tension.

ABSTRACT. Resulting from concerns and curiosities regarding graduation and retention rates of minority students, researchers at a predominantly white college (PWC) decided to explore issues of climate for those very same students. While participating in focus groups, students spoke candidly about how their experiences across campus affects their status as students.

ABSTRACT. This qualitative study examines, during the Fall 2017 and the Spring 2018,  76 pre-service elementary teachers’ (PST) perspectives on mathematics teaching, learning, assessment, and technology. Data sources include observations and field notes, PST’s’ verbal and written responses discussions, activities, presentations. Common themes are derived from the triangulation of data to include PSTs’ critical reflections and transformation.

ABSTRACT. Societal norms of perceived legitimacy align individuals' access to social capital, thereby inducing a stratified social order. Schools offer favorable thresholds for this occurrence through the habitus and pedagogic actions of educators. This study was conducted to analyze the agency for the reproduction of dominant norms via sociocurricular positions.

ABSTRACT. This paper explores the potential of activist art installations as sites of public pedagogy that push beyond traditional educative means that are institutional, cognitive, and rational. I examine aesthetic, embodied, and emotive spaces of activist art as pedagogy, particularly for public audiences who ideologically support and sustain oppressive cultural discourses.

ABSTRACT. The authors will present a collaboration between an arts magnet high school and a contemporary arts center around ecological, political and social issues in the exhibition Dispatches. Nearly every curriculum in the school accelerated as students and teachers approached each discipline through the lens of a contemporary art exhibition.

ABSTRACT. New and emerging educators share and then reinterpret racialized memories through Collective Memory Work. The primary narrator steps in and out of the text to draw analytic connections and propose new ways to conceive of urgency and the need to slow down for the sake of our shared humanity.

ABSTRACT. Members of the LGBTQI community are often endowed with shared perspectives, experiences, and understandings, giving rise to a recognizable and phenomenologically profound form of exchange - a connection beyond verbal-linguistic communication. These bonds resonate in terms of their implications for pedagogical practice and praxis within education and curriculum studies. Inspired by Quinn's (2014) "The mentor: A memoir of friendship and gay identity," and drawing from the work of Pinar, hooks, Greene, Foucault, Rigoglioso, Downs, Berzon, and other curriculum study and queer theory scholars, this paper seeks to autoethnographically, and conceptually examine the unique complex, multidimensional mentor-mentee interpersonal relationships cultivated through various collaborative efforts among LGBTQI faculty and students as a purposeful means of engaging, practicing, and igniting queer activist praxis in educational contexts.

ABSTRACT. In past experiences as a Fulbright Scholar in Eastern Europe my work focused on education for democratic citizenship and promoting U.S.-style democracy. This paper reflects on my most recent visit and what it means to promote democratic education in a time when I can offer little evidence of its success.

ABSTRACT. Within SJE communities there are aspects of power and privilege that are often under-discussed. There is a fairly strong tendency to assert that certain groups of people have no place or standing to speak in dialogues about equity and social justice. Similarly, there is a tendency to mark or name who can be members, allies, accomplices, and leaders in struggles against oppression. This reproduces and flips power and privilege relationships rather than dismantling them. That can have serious consequences for the legitimacy of social justice communities and agendas and add fodder for those who may scoff at social justice efforts to exploit. This presentation will highlight how these issues are fundamental to the success of any social justice education project.

ABSTRACT. Chimamanda Ngozi Adichie constructs intersectional feminism in action, particularly within her feminism-focused speeches and literature; however, a 2017 interview about the acceptable "becoming" of a woman denotes her conservative views on transgender women. This paper critiques Adichie's definition of collective womanhood, and details differences between progressive activism and privilege-seeking.

ABSTRACT. In our role as Editors, we write this conceptual essay to support the special issue in Teaching Education titled What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. Empirically and pedagogically building on curriculum and educational foundations’ critical knowledges, contributors to our special issue deploy a broad array of criticalities and qualitative-empirical methods in researching preservice and in-service teachers’ conscientization processes. In support of our special issue, we follow Freire (1970/2002) in defining conscientization as processes through which students and teachers critically come to know “their situation as an historical reality susceptible to transformation” (p. 85). Emblematic of the special issue, we think that understanding preservice and in-service teachers’ conscientization processes are crucial for the struggle over minds and hearts in classrooms within the dangerous, fascist, and farcical re-tweet of neoconservatism in the Trump Era. Engaged in this struggle as teacher education instructors, contributors to our special issue strategically deploy curriculum and educational foundations’ critical knowledges. Generally, contributors to this special issue break new ground using a broad array of criticalities in what we begin in this essay to call critical and decolonizing education sciences. Specifically, in our special issue, we advance the notion of critical and decolonizing education sciences as methods and resources for providing the conditions for preservice and in-service teachers’ concientization processes.

Though related to previous notions of a qualitative-empirical education science (e.g., Dewey, 1916/2000; Tyler, 1949/2013; Eisner, 1985; Henderson & Gornik, 2007), nonetheless our notion of critical and decolonizing education sciences differs importantly from previous efforts. Fully advancing critical and race-based epistemologies and pedagogies, critical and decolonizing education sciences spurn previous education science’s Eurocentric, whitened, and universal aspirations. Instead, our notion of critical and decolonizing education sciences drives toward a pluriversal ecology of knowledges (Paraskeva, 2016; Santos, 2009) that might inform specific global-local struggles in universities and schools. Following pluriverality’s critique of whitened Eurocentrism, critical and decolonizing education sciences articulate a broad array of criticalities for political subversion and adaptation to specific institutional terrains. In the balance of our essay, we discuss the array of criticalities in section two, and then we sketch an emergent notion of critical and decolonizing education sciences in our discussion section. As we conclude, we posit that critical and decolonizing education sciences do not represent a reductionist reversal of whitened Eurocentric epistemologies but rather an emergent body of research that works through border thinking (Anzalua, 1987) within specific institutional contexts.

References

Anzaldua, G. (1987). Borderlands//La frontera: The new mestiza. San Francisco, CA: Aunt Lute.

Dewey, J. (2000). Democracy and education. New York, NY: The Free Press. (Original work published 1916)

Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2nd Ed.). New York, NY: MacMillan Publishing Company.

Freire, P. (2002). Pedagogy of the oppressed. New York, NY: Continuum. (Original work published 1970).

Henderson, J. & Gornik, R. (2007). Transformative curriculum leadership (3rd ed.). Columbus, OH: Pearson.

Paraskeva, J. M. (2016). Curriculum epistemicide: Toward an itinerant curriculum theory. New York, NY: Routledge.

Tyler, R. (2013). The basic principles of curriulum and instruction. Chicago, IL: University of Chicago Press. (Original work published 1949)

ABSTRACT. Faculty will discuss the collaboration process involving all roles within the development of the Educator Preparation Program at Indiana State University including our mission, vision, experiences, and next steps, which include confronting the hidden curriculum of secondary education programs

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. Reflecting on observational data and experience, the authors present their narrative about teaching integrated social studies/language arts methods for PreK – 3 teachers in a small, Midwestern, Appalachian university; integrating technology, foundations and curriculum. Development and implementation are discussed, including formal study of uniting both in a balanced, content driven design.

ABSTRACT. This qualitative study examines secondary mathematics and science interns’ views on teaching and learning contents embedded in historical and cultural contexts as they take a semester long course concurrently with their student-teaching experience. Data sources include observations and field notes, verbal discussions and dialogues, written reflections, and classroom presentations.

ABSTRACT. Based on Baradian agential realism, this article argues that rather than individual entities, phenomenon should be the ontological units in education from which individual identities emerge.

ABSTRACT. What happens when a predominately white teacher education program recruits a small group of racially conscious African American women, only to place them with white cooperating teachers and University supervisors who are not racially conscious themselves? Who takes responsibility, and how?

ABSTRACT. This presentation offers curriculum for a multi-disciplinary protest course and suggests that the framework of Fairclough’s (2011) four-stage practice of Critical Discourse Analysis (CDA) might counter student bias in protest and civil liberties courses and curriculum design

ABSTRACT. As part of attempting to teach multiculturalism, some institutions use an activity called “the privilege walk,” a pedagogy implemented by having participants, usually students, stand in a line and take a step forward or back depending on their response to a statement about privilege. Basing my argument on critical multicultural pedagogy as defined by applied linguist Ryuko Kubota, I argue that the privilege walk is a liberal pedagogy that potentially distances students from each other. I use participant responses to critique the pedagogy and suggest ways to implement the pedagogy from a more critical stance.

ABSTRACT. In 2010 Young and Muller proposed a ‘Futures’ model of curriculum types, including an ideal type of a Future 3 school that is both both ‘knowledge-led’ and ‘student-centred'. XP School in the UK, with an integrated, project-based learning curriculum, is examined to determine whether it fits this model.

ABSTRACT. Drawing on decolonial border activist Harsha Walia’s concept of border imperialism, I story together two Oklahoma schools –a not-long shuttered Native boarding school and a Latinx-serving middle school – to make visible the interrelated webs of material relations and white settler ideologies that imbue and are subverted in these spaces.

ABSTRACT. This paper is an attempt to gain a clearer picture of how teachers can create an environment conducive to learning-learning that is spiritually developmental in nature and nourish the soul. What follows are the findings from my inquiry that can bring clarity to the development of a spiritually transformative pedagogy.

ABSTRACT. Language and debate surrounding immigration in the United States has been particularly vitriolic in the past months. The repeal of DACA and familial separation along the border call further inspection of the immigrant identity, particularly that of Latin American immigrant and American-born Mexican-Americans. With high levels of xenophobia and racism surrounding this debate, it becomes crucial to examine the experience of immigrants and mestizos from a non-legislative perspective and, instead, understand the negotiation of identities from a first-hand account. Through literature, we are afforded this perspective. In this paper, I will focus on two novels featuring young, Latinx protagonists. Bless Me, Ultima and Gabi, A Girl in Pieces both focus on individuals with a Hispanic background, Antonio, a young boy from Mexico who travels to an English-speaking school and Gabi, a Mexican-American living in California. These two novels grapple with the same questions of identity in an environment where the protagonists are positioned as lesser because of their heritage. The use of first person narration in both texts allows for an authenticity and insight that third person narration would not allow. Through this point of view, I examine the process which I call “unsilencing,” a process of giving voice and credence to the Mexican-American experience. Particularly, I look at the ways in which these protagonists, one male and one female, gain voice through non-Eurocentric, non-anglophone means of expression. That is, I examine which words are presented in Spanish, the native tongue, what dance, rhythms, and movements are used as a means of expression in a society that prioritizes verbalization, and what Mexican perversity, by hegemonic standards, is utilized as a means of self-expression. Through the process of unsilencing, the protagonists move from a deficit-model to an asset-model. They add to their surroundings, teach others, and augment a participatory American culture. Although written over 40 years apart, both protagonists astonishingly experience similar feelings of unintentional nonconformity, being at odds with family and friends alike. I examine these feelings in light of their historic context, with the immigration laws and influx evident in the early 1970s and the feelings of xenophobia and immigration law immobility in the 2010s. I will examine how the voice of these characters consciously and unconsciously, explicitly and implicitly, nods to the events, wars, and cultural climate of the time through the vocal muteness of the characters and the unsilenced dialogue of the nonverbal and non-English. In doing so, I will utilize the seminal text Borderlands/La Frontera: The New Mestiza by Anzaldua to inform my reading of duality and Mexican/American identity in literature and in life. The two fictitious texts will be examined through a critical race theory lens to examine the presentation of identity, communication of said identity, and the ways in which the character in the novel have been silenced and can be unsilenced.

ABSTRACT. Students at Indiana State University have a unique opportunity to benefit from an upper classman mentor in their content area. The C.H.I.L.L. organization views education as a puzzle, where only the hard work and collaboration of a team can bring forth the true beauty and allow the profession to shine.

ABSTRACT. This symposium engages complexities underlying motivations for white co-participation in antiracism work. Beginning with an overview of Second-Wave of Whiteness Studies, it moves on to wrestle with the theme of care in white pre-service and in-service teachers discourse. Later, it investigates incentives for white co-participation in antiracism work in education.