C&P 2019: CURRICULUM & PEDAGOGY CONFERENCE 2019
PROGRAM FOR THURSDAY, OCTOBER 17TH
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09:00-10:15 Session 12A: SYMPOSIUM
Location: Wine Room
09:00
Educar Sobre La Migración y La Frontera Mexico/USA

ABSTRACT. Este trabajo tendrá como objetivo destacar la importancia de la enseñanza de la migración en la frontera, para quienes se forman en educación universitaria en ambos lados de la misma. ya que consideramos importante educar sobre las teorías importantes de la migración y redes sociales como elementos básicos para comprensión y humanización de trato social en la frontera. la complejidad y la deshumanización hacia el conocer las políticas y la necesidades de la migración, han incrementado el rechazo y el desinterés por los jóvenes en opinar adecuadamente sobre las decisiones sobre la migración en la frontera.

09:00-10:15 Session 12B: WORKSHOP
09:00
Curriculum and Pedagogy Journal Informational Session

ABSTRACT. This informational session articulates the vision the incoming editors have for the Journal of Curriculum and Pedagogy. The current and incoming editors will share information about the history of the journal as well as describe the types of submissions they're hoping to solicit in the future. Participants will learn about the editors, the journal, and have the chance to ask questions.

09:00-10:15 Session 12C: CONVERSATION CENTERS
09:00
Exploring Global Citizenship Meaning in Students from the US-Mexico Border

ABSTRACT. The purpose of this paper is to explore how students from the US Mexico Border made meaning of global citizenship according to the dimensions proposed by Morais & Ogden (2011). I found that students with international educational experiences reported a higher index of cultural competencies, community engagement and leadership than those who only take classes on campus. Side findings indicate that Eurocentric criteria is used when participants made meaning of themselves as global leaders.

09:20
An Approach to Decolonizing Critical Whiteness Studies Beyond the U.S. Context

ABSTRACT. This paper explores how critical whiteness studies can be useful in the global context and addresses the challenges it may encounter when used to understand systemic oppression beyond the U.S. context. This study advances the discussion of how CWS can become a means of inquiry that can dismantle oppressive structures through by analyzing South Korean elementary curricula. Taking a critical stance against the prospect that CWS would serve as a master narrative that obscures indigenous knowledge, this study instead proposes intersectionality theory as an approach to articulate the various axes and dimensions of power relations in global and local contexts.

09:40
A Tale of Two Countries: How Whiteness Shaped Two Women’s Views on Race

ABSTRACT. This paper examines how Whiteness has shaped two women’s education on race. Taken from a larger case study on the experiences of a group of Evangelicals in a Bible study that used a multicultural education curriculum, the narratives of Ellen, a White woman in her 70s, and Rose, a Colombian woman in her 20s, are compared. Despite having vastly different upbringings in different time periods and different countries, the influence of the American Dream, White innocence, and White normativity had similar effects on their beliefs about race. The impact of the null curriculum in their educations is also discussed.

09:00-10:15 Session 12D: CONVERSATION CENTERS
09:00
Creating Force Field: Rethinking Uses and Consequences of anti-Oppressive Pedagogical Activities

ABSTRACT. This paper critiques the Privilege Walk pedagogical activity on three grounds: - It spotlights marginalized identity students and uses them as commodity for the supposed betterment of identity dominant students. - It presents an oversimplified, one-dimensional landscape of social disparities. - It centers passive structural privilege; not power as diffuse and relational. The chapter then describes how the author and a group of students created an activity that instead engages: - Intersectional identity complexities and contextual fluidities. - The triad of privilege[past], positioning[present], and power[future]. - A mindfulness-based, relational process of reflection and negotiation among participants.

09:20
Toward New Conceptions of Power in Whiteness Studies in Education

ABSTRACT. In this paper talk, the author analyzes the discourse and literature on white privilege in education with a critical Foucauldian approach to uncover the ways that white privilege over simplifies and mistakes privilege as power. Further, the paper examines the ways that the focus on white privilege in teacher education has produced the mistaken notion that white privilege is something individual white actors are capable of manipulating. An alternative is put forward, focusing on proletarian subjectivity and solidarities, to replace white privilege as the dominant frame for white antiracism in education.

09:00-10:15 Session 12E: CONVERSATION CENTERS
09:00
Religious Holidays and Religious Minorities’ Experiences at K-12 Schools in Southwest US

ABSTRACT. In this paper, we report the findings of a multiple case study that explored the religious minorities’ experiences at elementary schools when their religious holidays are not acknowledged or being considered on school calendar. We found that the school’s neglect and lack of consideration of the religious holidays negatively impact the participated students’ confidence and self-efficacy in learning the school subjects. We suggest several implications for the policymakers and highlight the importance of implementing multicultural-based curriculum in early grades. The study shed light on the hidden curriculum and how it negatively impacts the religious minority students’ learning outcomes and experiences.

09:20
Who Am I? Student’S Perspectives of Multiculturalism in a Crossing-Border Context

ABSTRACT. This paper leads the reader through a Phenomenology approach to describe student’s perspectives through their reflections in regards to their lived experiences while getting their education at a university near the border. Phenomenology is centered on the participants’ experiences with no regard to social or cultural norms, traditions, or preconceived ideas about the experience. Van Manen’s (1990 as cited in Morgan and Alcocer, 2015) ―hermeneutic phenomenological approach to sociology provides a basis for assessing students’ reflections about their experiences.

09:40
Culturally-Relevant Care Through the Lens of Duoethnography

ABSTRACT. Through duoethnography and collaborative interpretation of narrative data from our students, we explore how culturally-relevant care enabled us to transcend racial, cultural, and linguistic boundaries with our students. Collecting our students’ perspectives and stories about their experiences with us as professors allows for respondents to reflect and express themselves freely. Analysis of narrative reflections allowed us to craft a story, to give voice to those living within the intersection of race, ethnicity, and cross-cultural teaching–learning relationships at a predominantly Hispanic-Serving Institution (HSI). Findings illuminate personal epistemologies and dispositions for transcending boundaries in higher education.

09:00-10:15 Session 12F: CONVERSATION CENTERS
Chair:
09:00
Borders of Nation and Existence: How Stress May Impact Learners in the Borderlands

ABSTRACT. The borderland between North America and Mexico is an arbitrary line. Yet, national borders may restrict school attendance, and makes visiting family members illegal or impossible. Meanwhile, criminal elements are often undocumented, and the mental Borderland develops into a vortex of liminality. This study asks - what might actors in a qualitative documentary play about the perils of the region, from a large university in the Southwest borderlands, experience. Using Anzaldúa’s Nepantla theory of borderland artists as shamanic shape-shifters (2015) alongside Slavin et al.’s Multicultural Stress Model (1991), stress attributed to borderland issues are identified, while transformative shape-shifting is discussed.

09:20
HSI Students' Experiential Learning Experience at a Borderland University

ABSTRACT. In an attempt to understand their experiential learning (EL) experience in a Hispanic-Serving Institution (HSI), a survey was implemented in Fall 2017. The purpose of the paper is to reveal the importance of this current study; discuss significant findings; and share practical implications for EL efforts. Convenient sampling was conducted with n = 558. Exploratory data analysis revealed that EL helped them gain confidence in working with others, understand how institution structures, beware of the rights and responsibilities of individual members in communities, understand the needs and problems in communities, and understand more about the role of being a citizen.

09:00-10:15 Session 12G: Mentor, Mentor, on the C&P Wall [not THAT one] - Collegial Support FOLLOW UP SESSION sponsored by Cole Reilly and Jake Burdick

Any and all interested mentees and mentors who are free at this time are HIGHLY encouraged to attend the second informal mentoring meeting to be announced on the October 17 . These sessions intend to make the C&P conference and community a bit less mysterious, as more seasoned C&Pers allow for Q&A with the audience, as well as fleshing out some of the philosophy, design, and intended function of the evolving mentoring program. This will offer a chance for those participating to make introductions and connections both between and across assigned mentor/mentee pairings.

Location: Royal Palm 3
10:15-10:30Coffee Break
10:30-11:45 Session 13A: WORKSHOP
Chair:
10:30
Bodies, Affect, and Gender: Toward Queer, Intersectional, and Feminist Critical Whiteness Studies

ABSTRACT. This symposium engages feminist and queer autoethnographic scholarship to examine various issues arising within second wave critical whiteness studies. Engaging recent literature articulating “race-conscientizing teacher education,” we center gender, bodies, and affect and employ decolonial and postcolonial scholars to root the theory and practice of critical whiteness studies in the body (versus the mind). Together, we theorize: white femininity's problematic alliance with white heteropatriarchy in interpersonal spaces; the gendered and affective dimensions of the teacher strike wave; the problems, possibilities, and impacts of white women’s affect; and, the differential dangers in antiracist pedagogies experienced by women, especially women of color.

10:30-11:45 Session 13B: SYMPOSIUM
Location: Wine Room
10:30
Crossing Borders in the Early Childhood Education: Can We Move Beyond Borders in ECE Settings by Disrupting the Status Quo?

ABSTRACT. Using ethnographic and narrative examples from early childhood education and care (ECEC) centers in the US and Africa, we critically explore identity-based borders and boundaries drawn within a largely white dominant preschool classroom, white ECE teacher educators and ECE programs in NGOs refugee camps. We consider the borders and boundaries from decolonial and critical pedagogy. By inquiring the borders and boundaries based on our multiple positionalities (as a white American woman and Asian women), we argue that our daily pedagogical and research practice, which is working with young children, should be geared toward making a sense of belonging.

10:30-11:45 Session 13C: CONVERSATION CENTERS
10:30
A Proposed Curriculum to Facilitate Effective Nature of Science Instruction to Latinx Preservice Teachers: a Meta-Synthesis Approach

ABSTRACT. The aim of this study was to design a framework for teaching the nature of science (NOS) to Latinx teachers. First using a qualitative method, called meta-synthesis, a framework for teaching NOS to preservice teachers has been extracted. The sample for this part was 51 articles published in five top science education journals related to teaching NOS to teachers. Second based on autobiographies related to science experience of Latinx teachers, elements that should incorporated for each part extracted and inserted to the framework for teaching NOS. Based on this framework, a curriculum for a semester long NOS course was written.

10:50
The Hidden Curriculum Experience by Mexican-American Students in Science Education

ABSTRACT. The research question “What does a hidden curriculum look like in a south Texas elementary school that is 98% Hispanic” will be explored for adding to a gap in educational research. Hispanic students are being exposed to a hidden curriculum that must be illuminated because it stigmatizes low socio-economic populations. Science educators need to be aware of the hidden curriculum and diminish its’ effects through a teaching approach such as culturally relevant pedagogy which utilizes funds of knowledge for promoting success. There is a need for social change in teachers’ pedagogical practices due to the impact caused on marginalized students.

11:10
A Multiple Case Study of Three English Teachers Developing and Implementing an Integrated-STEM and Health Sciences Curriculum Informed by up-to-Date and Authentic Research Conducted on a University Campus.

ABSTRACT. In this study, we reported the findings of a multiple case study that explores three English teachers lived experiences through participating in an authentic original research and developing an integrated STEM curriculum. The program that the English teachers participated on a university campus was designed to enhance students’ engagement toward STEM fields in a Mexico-US border city. The project uniquely achieved this by fostering collaborations between classroom teachers and cutting-edge scientists. We found that English teachers effectively designed and implemented STEM modules. All developed modules were designed to promote critical thinking and technical communication skills that aligned with (NGSS).

10:30-11:45 Session 13D: CONVERSATION CENTERS
10:30
Scaffolding as a Conduit for Learning in Advanced Placement Calculus: a Classroom Action Research Study Proposal

ABSTRACT. Calculus has a myriad of processes, formulas, and academic vocabulary. The end of course exam in Advanced Placement (AP) Calculus has an entire section of free response questions that combine multiple concepts within one problem. Students can struggle with these problems if they have not been adequately exposed to their structure. Scaffolds have been identified by Bruner (1973) and Vygotsky (1935) as a tool to help direct students to develop a conceptual framework of a concept. This study proposal will examine the use of scaffolding on AP Calculus free response problems to assist students in formulating a solution.

10:50
Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids

ABSTRACT. Using Gonzalez, Moll, and Amanti’s (2005) Funds of Knowledge construct as a theoretical framework, in this essay I interpret the ways in which the education of rural children could (but often doesn’t) intentionally draw on the outside-of-school agrarian experiences and social, cultural, and network-embedded wisdom that rural children bring with them to science classrooms. Furthermore, I problematize how the growing emphasis on globalization within formal education overall has increased tendencies to overlook and devalue children’s lived experiences with their immediate environment. Finally, I provide considerations for adults fostering the development of children’s scientific funds of knowledge, particularly in rural contexts.

11:10
Learning “Real” Science: an Autoethnographic Journey of Whiteness in Science Learning

ABSTRACT. Science is practiced on every continent, yet many scientists in the United States are white. Using methods drawn from autoethnography and narrative inquiry, I tell stories illustrating how pedagogies within science laboratories that I experienced reified whiteness. Using scholarship from critical whiteness studies and history of science, I demonstrate how pedagogies and practices in science, framed as “real” science, dictated who was able to enter the field and succeed in science, supporting a racial hierarchy within science. This work is one step towards creating more equitable science learning. It also highlights how critical whiteness scholarship can benefit science education.

10:30-11:45 Session 13E: CONVERSATION CENTERS
10:30
Learning to Teach: Using Virtual Learning Environments for Teacher Preparation at a Border HSI

ABSTRACT. Rehearsing high-leverage teaching practices in virtual learning environments early during teacher preparation provides a way of representing academic and behavioral complexities that exist in real classrooms. The presenter will describe her use of mixed-reality simulations in an “introduction to teaching” course at a border HSI. Candidates were provided one opportunity to teach independently in an upper elementary or middle school simulated teaching environment, and another opportunity to participate in a simulated parent-teacher conference, in order to build competencies in instruction, communication, professional dispositions, and reflection. Qualitative descriptive analysis based on videos, peer reviews, and self-assessments will be shared and discussed.

10:50
Technology as Conduit for Resiliency Building

ABSTRACT. According to the PEW Research Center (2014), Texas’ Hispanic population comprises 39% of its overall population, twice the U. S. Hispanic population. Texas Education Agency (TEA) predicts a 14% increase in the next seven years, with a surge of about 40% in its English Language Learners (ELLs) population. Already, it reports Texas experienced nearly 20% student enrollment growth in the last ten years within the predominately Mexican-Americans in South Texas border. This case study considered bilingual education as catalyst for English Language Learners’ academic success by way of technology as a conduit for resiliency-building.

11:10
Disrupting Hierarchies of Power in Teacher Education with Emergent Technologies and Web 2.0 Tools

ABSTRACT. Power and privilege are two words with deep implications in education. Pre-service teachers need to be aware of these concepts in order to recognize them and address them once they enter a K-12 classroom. Regretfully, most education preparation programs in the United States do not approach them as part of their curriculum leaving a gap in knowledge with pre-service teachers. This presentation focuses on infusing culturally responsive teaching through emergent technologies and Web 2.0 tools to scaffold an understanding of inclusive and equitable practices. Descriptions, educational implications, and classroom examples will be demonstrated.

10:30-11:45 Session 13F: CONVERSATION CENTERS
10:30
Border Pedagogies for Social Justice in Teacher Preparation

ABSTRACT. Border communities require strong, critically, sociopolitically aware teachers to benefit from social justice in education. For borderlands teacher educators this means going beyond the general knowledge of teacher development to raise awareness and address the contextual factors in the education of our Latinx teacher candidates, and to further promote the development of agency and advocacy in their identities. Through a meta-synthesis of empirical work, we present an emerging theory of border pedagogies for teacher development to promote social justice for all.

10:50
Latinx Teacher Recruitment and Retention and the Minority Teacher Shortage

ABSTRACT. This paper examines and compares the recruitment and retention of Latinx and White elementary and secondary school teachers and attempts to empirically ground the debate over minority teacher shortages. A gap persists between the increasing percentage of Latinx students in U. S. schools and the percentage of Latinx teachers in the U. S. school system. This paper examines data from the National Center for Education Statistics’ nationally representative National Teacher and Principal Survey to determine what organizational conditions most strongly influence Latinx teachers’ decisions to stay in teaching or to leave the profession.

11:05
Between Hope and Fear: Story Circles as Liminal Transnational Dialogue

ABSTRACT. This paper draws from a multi-sited critical ethnography/autoethnography exploring local practices of critical pedagogy at two higher education institutions (one community college and one the second largest HSI in the U.S.) located in the southern tip of Texas in a transnational community Drawing from Probyn (1990), we critically explore the realities of our own border classroom resistance-- the “story-circle” dialogue protocol-- as a liminal, local practice of resistance to discursive practices of education and broader politics which seek to surveil student bodies and commodify their achievement.

10:30-11:45 Session 13G: CONVERSATION CENTERS
10:30
Unsettling Colonial Curriculum

ABSTRACT. This paper centers on an edited collection entitled “Unsettling Colonial Curriculum: Womanist and Anti-Colonial Theories and Pedagogical Interventions.” The presenter and co-editor of this project will provide a synthesis of the interventions made in curriculum studies through womanist/feminist thought, which espouses anticolonial, decolonial, and decolonizing theories and strategies. Of particular significance, this paper draws attention to the ways that womanist/feminist thought overlaps, extends, and can be strengthened across notions of difference, as we attempt to more fully understand the particular consequences that enduring colonialism(s) have on our subject formations as women practitioners and scholars.

10:50
Aztlan in Exile: an Chicanx Paradigm for 21st Century Racial-Political America

ABSTRACT. This essay proposes a Chicanx paradigm framework for Chicanxs Studies under the 21st century racial-political America. It does so by exploring the intersection of the birth of the discipline, the civil rights movement it sought to support, and the mytho-ideological implementations in Chicanxs literature that support the latter. The author proposes Aztlan, and inherently Chicanxs Studies is in “exile”, but proposes its recentering by reimagining them as a multidimensional model consisting of four modalities: conocimiento, activismo, comunidad, and familia. These modalities implement a critical spatial awareness to facilitate the exploration of an intersectional unity, and resistance to social-cultural envidia.

12:00-13:30 Session 14: TOWN HALL (B) AND LUNCH PRESENTATION
12:00
Symposium 20 Years of Curriculum and Pedagogy Group: A Performed Synoptic History of C&P

ABSTRACT. In the tradition of historical and contemporary synopsis, the purpose of this panel is to discuss the history of the curriculum and pedagogy group (C&P) over the last twenty years.

13:45-14:45 Session 15: HIGHLIGHTED SESSION with Dr. Patricia McHatton, Executive Vice President for Academic Affairs, Student Success, and P-16 Integration: Lessons Learned from Critical Self-Reflection at a Predominantly Hispanic Serving Institution

PLENARY SESSION with Dr. Patricia McHatton, Executive Vice President for Academic Affairs, Student Success, and P-16 Integration: Lessons Learned from Critical Self-Reflection at a Predominantly Hispanic Serving Institution

15:00-16:15 Session 16A: WORKSHOP
15:00
Improvisational Anti-Racist Pedagogy

ABSTRACT. Much anti-racist, whiteness pedagogy is rooted in intellectual or literal discussion. In this session, we share how an innovative strategy - improvisational play, or an imaginary, embodied practice – can show us how to facilitate new sorts of dispositional transformations in literacy or our students, our teachers, and even our teacher educators.

15:00-16:15 Session 16B: PERFORMANCE
Location: Wine Room
15:00
Drowning in Magma: From MAGA to MAGFO (Make America Great, for Once)

ABSTRACT. This presentation features a blogcast created in collaboration by the authors who take up questions about how to engage controversial topics as part of the curriculum and pedagogy of our lives and those we affect through our attempts to teach and learn. Our presentation is and provokes aesthetic, social, and political engagements centering curriculum and pedagogy. More specifically, the cartography of controversies approach coupled with currere and blogcasting stimulated and stimulates individual-collective perspectives, processes, and praxes (counter-productions) of speaking up – talking back (i.e., counter-campaigning, blogging, performing spoken word).

15:00-16:15 Session 16C: CONVERSATION CENTERS
15:00
Students as Agents of Change: Decolonizing Teacher Learning in an Urban Education Setting Through Culturally Responsive Practices

ABSTRACT. This session shares how urban Latinx secondary students assisted with the the development of a culturally responsive student perception survey. The survey was administered to their peers to in order to provide feedback to teachers. The voices of the students ultimately enacted change among the teachers’ classroom practices.

15:20
Educator Preparation for Accommodating Im/Migrant & Humanitarian Migrant Youth in Texas Schools & Classrooms

ABSTRACT. Research identifies a gap between educator preparation for diverse populations and the unique challenges and unique of adolescent immigrants and migrants, especially humanitarian migrants. Texas educators working with humanitarian im/migrant youth were surveyed regarding previous training and professional development for teaching im/migrant and humanitarian migrant adolescents. Despite significant emphasis on English Language Learning, teachers and administrators in Texas are ill-prepared to deal with the diverse challenges of this population of students. Areas where more training/support is needed include (1) trauma-informed teaching, (2) translanguaging, and both (3) civic and cultural identity issues.

15:00-16:15 Session 16D: CONVERSATION CENTERS
15:00
Digital Testimonios as Decolonizing Tool in Teacher Education

ABSTRACT. As teacher educators and members of a minoritized groups, we are committed to explore alternatives to prepare a teaching force that embraces diversity and intersectionality with the purpose to learn how to teach students who may be of a different group. Using Digital Testimonios (Benmayor 2012) with pre-service teachers, we embarked in an inter-institutional research project directed to help students reflect on their own life experiences, become aware of multiple identities/roles, to develop an understanding of intersectionality, and the complexity of building alliances and support networks.

15:20
The Line Between Dialogue and Dialogicity: Analyzing the Failures of Professional Development Curricula to Influence Teachers’ Pedagogical Beliefs and Practices

ABSTRACT. This study investigated claims made by Michaels and O’Connor (2015) and Wilkinson et al. (2017) that, despite intensive professional development training on successfully implementing dialogic strategies in the classroom, teachers continue to largely rely on traditional forms of talk in their instructional practice. Studies examining the effectiveness of Accountable Talk and Quality Talk professional development curricula were analyzed using a Bakhtinian framework for assessing dialogue in education (Matusov, 2009). Results indicated that both approaches to dialogue are instrumental rather than ontologic in nature, which may account for a lack of sustained instructional change in the classroom.

15:00-16:15 Session 16E: CONVERSATION CENTERS
15:00
Coyote Del Año- An Autoethnographer Recalls an Immigration Incident

ABSTRACT. As an autoethnographic endeavor, the narrator recalls an immigration incident that caused him to see that even someone from his own ethnic background could see him and his loved one as marginalized and other.

15:20
Lived Curricula in Cuba: A Layered Reflective Narrative Account of Three Women

ABSTRACT. Extending our reflexive vision, three women from diverse backgrounds, disciplines, languages, regions, and cultures make meaning through our layered narrative reflections of individual and collective experiences crossing borders, boundaries, and cultures in Cuba. Leveraging critical reflexivity, three women who traveled to Cuba in January 2019 provide photographic and narrative vignettes of their lived experience interpreted through lenses of race, class, gender, privilege, cross-cultural encounters, and social forces. We unpack our experiences in Cuba and illuminate implications for us as researcher-educators engaging in critical self-examination and relational philosophical plurality as key elements of our narrative inquiry (Kim, 2016).

15:00-16:15 Session 16F: CONVERSATION CENTERS
15:00
Notes on the African Honey Badger: Using Zoology to Inform Teacher Dispositional Development in Complex Environments

ABSTRACT. Inspired by literature and regulations governing teacher certification that advocate for the need to develop professional teacher dispositions, this paper engages the learning of resilience in pre-service teacher education contexts. Resilience is essential towards novice teacher success, commitment, and retention amidst the daily social and pedagogical complexities that characterize the classroom. In particular, chaotic situations as these arise within field observations and student teaching programs are framed, using complexity theory, as invaluable resources for teacher learning. Consequently, strategies for how teacher candidate experiences of chaos and complexity can reflexively be integrated as a vital component of teacher preparation are tendered.

15:15
The Curriculum Aquatic

ABSTRACT. This paper travels diverse shores drawing from poetry, contemporary art, fiction, memoir, economics, popular science, psychology and myth as well as from more predictable pools of literature related to water conservation and the global water crisis, to evoke possibilities of curriculum inquiry as a blue epistemological space Such a space, like the pools and ocean waters of this paper might be cultivated as “permeable spaces that produce permeable responses that cross over between affect and action” (Foley, 2017, p.44) that connect us to “mobile living energy, a phenomenological part of {our} being and becoming” (Humberstone. & Brown, 2015).

15:00-16:15 Session 16G: CONVERSATION CENTERS
15:00
In the Presence of Dead Futures: Public Pedagogies of Haunting Against the Post-Truth Regime

ABSTRACT. This paper takes up the metaphor of haunting as a possible shift in pedagogical approaches within the post-truth moment. In concert with Fisher’s work on the post-truth moment and inspired by divergent educative forms found within public pedagogy sites and phenomena, I argue that critical approaches to education that trade in knowledge do little to assail the falsity of post-truth “logics” due to knowledge’s structural homology with lies. Pedagogies of haunting, conversely, find their purchase in the deep, identifactory contours of ideology, lingering beyond the moment of pedagogical address to entreat us to re/member that which ideology seeks to hide.

15:20
Cultivating Liberatory Spaces and Practices in Elementary Education

ABSTRACT. This paper highlights elementary classrooms as one of many environments where people can work together toward freedom. Elementary schools are particularly important because of the foundational role they play in building the social order. In addition, educators across the United States have widely taken up “social justice” discourses, such as culturally relevant pedagogy, without demonstrating a commitment beyond their words (Author, 2014). By contextualizing the work in elementary classrooms and in the lives of elementary teachers, I explore the potentials that arise when we view education for liberation work as a matter of praxis (hooks, 1994).

16:15-16:30Coffee Break
16:30-17:45 Session 17A: WORKSHOP
16:30
Validating Your Survey: Methods and Procedures

ABSTRACT. The purpose of this interactive workshop is to introduce and explain the processes and methods used to validate qualitative and quantitative instruments. Using an example of a survey developed and implemented for experiential learning (EL) initiatives at a large Hispanic Serving Institution (HSI), validity measures will be illustrated. Participants will obtain hands-on experience learning how to develop and validate survey instruments. Participants are encouraged to bring their individual laptops and working instruments.

16:30-17:45 Session 17B: SYMPOSIUM

Add Kirgasler session?

Location: Wine Room
16:30
Inclusion and the Good Life: From Matters of Fact to a Matter of Concern

ABSTRACT. This symposium brings together globally distinct explorations of curriculum reforms related to literacy, language and health education that seek to turn notions of effective language teaching, literacy reforms, linguistic diversity, and indigenous knowledge from matters of educational “fact” into to matters of concern. The papers explore the ways in which curriculum reforms—at the level of their rules and practices—generate differences and exclusions in terms of what they normalize as the qualities essential to development, inclusion, or the good life and what this makes (im)possible to think, act, feel as the fully human.

16:30-17:45 Session 17C: CONVERSATION CENTERS
16:30
Third Culture as an Epistemology of Validation: An Examination of the Potential Value of Third Culture Kids’ Narratives in the American Classroom

ABSTRACT. The schooling system in the United States works to produce students of a unified cultural understanding of their country regardless of the cultural background they come from. The popularization of this schooling ideal has encouraged the creation of a curriculum that values efficiency, but seemingly discourages the formation of cultural plurality among the students it shapes. Third Culture Kids possess unique understandings, that when invited to be shared in a classroom space, become valuable epistemological tools for making meaning among cultures and their values.

16:50
Dehumanization in College Theatre Curricula

ABSTRACT. This paper discusses the recent trends toward dehumanization in college theatre curricula. This paper defines dehumanization as the deprivation or denial of human qualities, personality, or spirit and refers to Glass’ (2001) definition of dehumanization as synonymous with oppression. This paper contends that classroom learning is most effective when it is humanized (that is, in touch with human experience and emotions), referring to the existential philosophies of Paulo Freire and Maxine Greene. Current examples of dehumanization in the classroom are explored, as well as ways to stave off its growing presence in higher education.

17:10
Preverbal Interactions with Language in a Third Space

ABSTRACT. Meaning making occurs organically and is conveyed in the early childhood classroom by communicative means unlike any other. Preverbal children especially, create spaces with their teachers outside of traditional language. Inside these spaces, like the one found in my classroom, you’ll find just as much meaning in a sign, gesture, babble, or burp as you would in a sentence. It is in these third spaces where the “other” resides and curriculum is alive and dancing. Here, I use an analysis of the forms of language used in my classroom to delve into curriculum in a third space.

16:30-17:45 Session 17D: CONVERSATION CENTERS
Chair:
16:30
Some Woman Put Her Here: A Duoethnography on Leaving and Staying

ABSTRACT. The statement SOME WOMAN PUT HER HERE, spoken with no small amount of disdain from a local administrator in regards to us as “outsiders” forced us to look at our relationship with fresh eyes. We struggled to relate to each other and find common ground. But those words served as a reminder that our relationship as women was developing within social/cultural/political contexts. We intend for our duoethnography to raise more questions than we answer as we focus attention on our sometimes conflicting, sometimes overlapping, analyses of the shared experience of being the disdained “some woman” in central Appalachia.

16:50
Role-Identity Prominence of the ‘Migrant’ Role-Identity in Migrant College Students

ABSTRACT. This research empirically measures role-identity prominence of college students who have conducted agricultural migrant work. It empirically assesses the level of prominence for the migrant worker role-identity and student identity. Data are collected using self-report measures which examine whether or not, and the degree to which, the migrant worker and student role-identities are prominent. Analysis of data collected is conducted by assessing mean scores for the prominence level of the migrant worker and college student identities. Contributions of the study include support for research on identity salience, and support for research on the importance of education to Hispanic migrant students.