ABSTRACT. This study explores Culturally and Linguistically Responsive Pedagogy (CLRP) and Translanguaging theory. With the purpose of documenting affirmative examples of translanguaging as CLRP, I present examples in which teachers engage the social justice aims of translanguaging and CLRP by (1) Engaging culturally relevant literature and (2) Critiquing existing social structures.

ABSTRACT. The Spectral Lens Theory is a term I coined around 2 years ago that is capable of mutability - it can be used in confirmation of consent, bodily autonomy, embodied expression of living and freedom of expression as well as expanding our understanding through a gendered lens.

The premise of this theory lies upon the principle of embodiment and decolonizing our senses.

I'd like to propose an age old understanding (gifted to me by my afro-indigenious ancestry) that traverses through the five senses (and hints at a 6th sense).

ABSTRACT. In this book talk I will discuss the publication of Disrupting Colonial Pedagogies (University of Illinois Press, 2023). Colonial pedagogies seek to control bodies and bodies of knowledge. Disrupting these pedagogies of control requires both an exposure of their mechanics and a rewriting of the aims, forms, functions, and locations of relational meaning-making, which offer emancipatory alternatives. One of the most entrenched legacies of colonialism in the United States is the ongoing harm inflicted on Indigenous, Black, Latino/a/as, Asian, and other students and communities of Color. We offer Disrupting Colonial Pedagogies: Theories and Transgressions as an interepistemic project to engage readers with a wide range of feminist theories—especially Black and of Color—written by scholars and practitioners from several disciplines. Our aim is to add to the literature that shifts thinking about colonialism as a historical event in education to coloniality, which names the contemporary manifestations of power, hierarchy, and perceived human worth as relates to pedagogies in and outside prekindergarten through twelfth grade (P–12) and higher education classrooms in the United States.

ABSTRACT. In 1993, the, now defunct, Holistic Education Press published a book edited by Dr. Carol Flake called “Holistic education: Principles, perspectives and practices, a book of readings based on Education 2000: A holistic perspective”. A subsequent e-book edition was released in 1998.

Given that 2023 is the 30th anniversary for the book, I am finalising the editing a volume of chapters by diverse authors considering today's global context and complex issues and framing the book more explicitly in the context of lifelong and life-wide learning and curricular thinking but still rooted in the “principles” and “working assumptions” from "The Chicago Statement" (and the subsequent document "Education 2000") that the original book is based on, to guide this new work.

This new edited volume is aimed at the global holistic education and curriculum theorising and making audience. It is intended to be both a primary or supplementary resource for anyone working in or interested in the field of holistic education. It is also intended for those working or interested in curriculum theorising and making, including those who may not necessarily work in the K-12, teacher education, or higher education sectors. The book, comprising entirely new content, will roughly follow the structure of the previous 1993/1997 volumes (see below):

• Educating for human development • Honouring learners as unique and diverse individuals • The central role of embodied experience • Holistic education • New role/s for educators • Freedom of choice • Education for participatory democracy and liberation • Educating for cultural and linguistic diversity and global citizenship • Educating for Earth literacy and sustainability and Indigenous sovereignty • Spirituality in/and education

I particularly encourage authors to interpret and reinterpret, to contextualise and recontextualise, to conceptualise and reconceptualise the original “principles” and “working assumptions” in whatever ways are appropriate for the complex issues humanity faces locally and globally today and tomorrow.

This book talk will explore this project and some of the chapters submitted.

ABSTRACT. This conversation between long-time collaborators considers the ways that multiple audiences are educated about the art of young practitioners through formal exhibition in the context of an Art Education practicum

ABSTRACT. Abstract

Drawn from Foucault’s Power, I conducted a critical content analysis on Marjane Satrapi's The Complete Persepolis (Satrapi, 2007) to examine power relations exerted in the discourse about girls’ sexuality and their resistance. Two broad themes are emergent: girls’ resistance in the “Panopticon” and the normalization of girls’ portrayal.

ABSTRACT. This paper is about the political and pedagogical possibilities that emerge from transnational exchanges among educators, social movements, and autonomous/popular education projects across various Californian and Mexican geographies. The paper highlights translations, lessons-learned, and takeaways in regards to teacher activism and pedagogies that transcend classroom walls among participating educators.

ABSTRACT. This paper does not only contribute to the discussion about the efforts to democratize education but efforts towards developing democratic citizenry. Such efforts demand teacher education to be aware and conscious of democracy and the need to address societal polarization, policies that engender the voices of teachers and students to be heard and amplified, and classroom environments that foster democratic discourses among students.

ABSTRACT. The conceptualization of curriculum change continues to situate teachers' expertise to knowledge implementors rather than producers, making implementing these changes daunting. This review examined six qualitative studies published between 2010 and 2020 that explored teachers' experiences of state-led curriculum change. Key findings indicate teachers’ disconnection in curriculum change's conception, implementation and evaluation.

ABSTRACT. This paper discusses South Asian ways of knowing, specifically “chai pe charcha” or conversations over tea, as a qualitative research process to gain insights into the experiences of students engaged in various forms of activism. I explore various attributes of the culturally embedded research methodology from an Ikeda/Soka (Goulah, 2021; Ikeda, 2010) and narrative (Clandinin, 2013) perspective.

ABSTRACT. This paper Retraces routes of existentialism in curriculum with special focus on Maxine Greene’s (1967) slim volume, titled Existential Encounters for Teachers with the aim of exposing the restless rootlessness of “the self/selves” in curriculum studies in relation to the notion of education’s “existential threats.” Towards these ends, wep explore the ways in which autobiography aimed at what Grumet discusses as the “cruel scrutiny” (Pinar & Grumet, 1976) of self in relation to knowledge (as opposed the superficial ministrations of self-care) can be seen to recast compensatory curricular cure-alls that serve to alienate teachers from their own encounters across ambivalent curricular horizons between being and non-being, and the angst of their own dreadful-freedoms—encounters that we see as central to curriculum and its inquiry.

ABSTRACT. Humor in drag shows us the boundaries, borders, and limits of the worlds we live in. Seeing and making the world through humor, pushes how we see, live, and know comically in and out of drag exposing us to its uncomfortable pedagogy.

ABSTRACT. This paper discusses how the colonizer’s language has shaped society and pedagogical practices. A central question that this article pursues to answer is how might awareness of the colonizer’s language work to transform pedagogical practices to benefit the language learner. My discussion draws upon the insights provided by these books: "An Indigenous Peoples' History of the United States" by Roxanne Dunbar-Ortiz, "On Decoloniality" by Walsh and Mignolo, and "Racist America" by Feagin and Ducey. By incorporating the perspectives offered in these texts, this article aims to shed light on the importance of adopting translanguaging pedagogies as a decolonizing response.

ABSTRACT. Often teachers will hear students expressing frustration over how much of what they learn in the classroom appears irrelevant outside of formal education. There is an apparent application gap between what students learn and how to apply it within a real-world context. This paper explores how to remedy this frustration through interdisciplinary approaches to education with an emphasis on postformal thought. There is a particular emphasis on the work of Michael Apple and Gloria Ladson-Billings as examples of pedagogy that unites both of these elements successfully. The approaches to interdisciplinary instruction can vary from contextualizing content or contextualizing skills, and both help to prepare students to apply what they have learned in their formal education to the real-world counterparts.

ABSTRACT. We explore the use of masks as a decolonial tool in academic spaces and how these empower us to resist and refuse Eurocentric dominance. By engaging in pláticas and testimonios, we construct alternative ways of knowing and (re)claim our identities, towards justice, democracy, and freedom in academia.

ABSTRACT. This study explores a purposeful approach to preparing pre-service teachers in elementary social studies education by embracing Paulo Freire's pedagogy. Analyzing potential pitfalls in teaching and proposing a framework at three levels (teleology, ontology, and epistemology), the study seeks a new possibility in fostering values of justice and peace.

ABSTRACT. For AERA 2023 Patti Lather gave a paper exploring her engagement with quantum physics through a multi-year summer program at Ohio State University. Also in 2023, Kaku published his book, Quantum Supremacy: How the Quantum Computer Revolution Will Change Everything. In this paper, what gets thought about is all potentials of the quantum turn against all the efforts to thwart critical thinking and social awareness toward school caught up in preformed curricula and erasing minorized knowledges from the realms of public classrooms.

ABSTRACT. Explore how arts-based reflection online workshop/curriculum empowers preservice teachers to navigate their professional transition. Through an online arts-based curriculum, preservice teachers assess their strengths and weaknesses, facilitating resilience – an individual's inherent capacity to withstand adversities. Findings reveal how these creative medium assists teachers in understanding their challenges, transforming initial hesitance into expressive confidence. Furthermore, I will demonstrate how this reflective process nurtures self-assurance, fosters innovative arts education strategies, and equips preservice teachers with practical skills to overcome their teaching journey's challenges. Attendees will gain insights into using arts-based research to aid preservice teachers and promote resilience.

ABSTRACT. Using the misfit framework from feminist disability studies, this presentation explores my own memories of turmoil in South Korean K-12 portraiture lessons as a woman with scars. My arts-based memory work will challenge ableist assumptions about women’s skin and further highlight the need for anti-ableist portraiture lessons in art education.

ABSTRACT. This paper argues that previous critiques of multicultural ideology have largely receded in memory and are often not considered in current teaching and teacher education-related literature. Ensuing uncritical applications of multicultural practices and dispositions as tropes in turn inadvertently reproduce and maintain power disparities within various teaching and learning contexts.

ABSTRACT. We are in the midst of a political warfare against marginalized communities in the United States. The news reports stories of these populations being silenced, oppressed and even killed in the streets. As teachers, we are posed with a challenge to respond to these stories reported and unreported through our pedagogical decisions because this is our reality and the reality of our students too. Culturally sustaining pedagogy seeks to go beyond simply identifying oppression , it rathe equip students with the tools to sustain their historical/ present life ways. Theoretical this sounds so great; however, how does this look across the disciplines? How does this look in practice? This study seeks to spotlight tangible examples and student work across disciplines of culturally sustaining pedagogy in efforts to show the many different ways this can be seen. We seek to answer the question : how does culturally sustaining pedagogy look across math, science and literacy? How is it the same and different across various political climates? Hi are students equipped to sustain their life ways through classroom instruction?

ABSTRACT. We are a team of three researchers investigating field experiences for pre-service teacher education students. This paper will present our preliminary methodology, theoretical framework, and findings. Sharon Matthews is collecting and codifying our current field experiences in our teacher education program at Texas A&M University. Noah Merksamer is conducting a literature review on field-experiences. This will be followed by a survey of field experiences for pre-service teachers at our peer institutions. During this initial research, we will be inquiring about unique, creative, and transformative approaches at universities in the US and Canada. In 2024, we will conduct interviews and site visits and several of these universities to observe these programs. Patrick Slattery will report on the philosophical foundation for his creative and transformational field experiences at several universities, including Texas A&M University and Massachusetts College of Liberal Arts.

ABSTRACT. The editors of the Journal of Curriculum and Pedagogy will present information on the Curriculum and Pedagogy Group's journal.

ABSTRACT. Penn State Professor Shannon Goff and graduate Yeonhye Park share the story of the mural project they initiated just before the pandemic began at the local elementary school Shannon's children attended, the adaptations that the pandemic required, and the completion and installation of the project. In dialogue with PSU Professor Emerita Dr. Christine Marmé Thompson, they will consider the curricular and pedagogical implications of this collaboration between children and artists, public school art teachers and university faculty.

ABSTRACT. This paper offers a theory of futurity in teacher knowledge as paradoxical, a site of both foreclosure and openness. The future is a contested space where teachers work against sedimented systems/histories. In response, we suggest the active/intentional inclusion of micro-interventions as the small triggers of large future change.

ABSTRACT. This study explores the contentious issue of teachers' rights in South Korea after one teacher’s tragic suicide incident. Utilizing a critical discourse analysis, we investigate power dynamics within an online teachers' platform and public discourses. The findings strive to challenge existing notions and promote positive change for all education stakeholders.

ABSTRACT. This presentation addresses how and why conflict arises in Community-based Art (CBA) pedagogies and provides strategies to navigate challenges for an efficacious outcome using vibrant imagery from several large-scale community-based art initiatives, which were designed to be inclusive of the thousands of diverse participants who engaged in the process

ABSTRACT. Teachers face many barriers when implementing critical curriculum including standardization, high stakes testing, a post-pandemic national Discourse about ‘falling behind’, and right-wing takeovers of school boards. This presentation will discuss simulations as a pedagogical method of engaging teacher candidates in the importance of criticality despite the identified challenges. Three specific simulations from teacher education classes will be given as examples of this pedagogy.

ABSTRACT. Modality: Virtual Presentation Type: Individual Paper

Proposal:

The languages of Black communities in the diaspora are historical reservoirs of transatlantic identities. Locating the power of unveiling the identity potentialities that emerge from critical approaches to these linguistic systems as loci in which identity and power struggles occur, one can turn language learning environments into empowerment arenas. Thus, this work seeks to position African American English as an artifact to promote decolonial praxis of English language teaching and enhance Black identities. Through this communication, we will explore the tensions that interpolate language, race and power as well as problematize the placement of this racialized English in the educational curriculum and praxis of Brazilian schools. The methodology of this qualitative study is based on a bibliographical and exploratory review as a strategy for critical articulation of literature on African American English (Green, 2000), (Rickford, 2000), language, colonialism and racialism (Nascimento, 2019) (Fanon, 2008) and racial identity and foreign teaching-learning (Silva; Souza, 2021). Thereupon, as a result of this investigation, we will center the pedagogical benefits that decolonial maneuverings of African American English can bring to English classes, scrutinizing their outcomes to promote a socioculturally significant teaching and learning process to black students and (de)construct and strengthen diasporic black identities in the Brazilian context including its curriculum and pedagogical practices.

References

FANON, Frantz. Pele negra, máscaras brancas. Tradução de Renato da Silveira. Salvador: EDUFBA, 2008.

GREEN, Lisa J. African American English: a linguistic Introduction. Cambridge University Press. 2002.

NASCIMENTO, Gabriel. Racismo Linguístico: Os subterrâneos da Linguagem e do racismo. Belo Horizonte, MG: Letramento, 2019.

RICKFORD, John. Spoken Soul: The story of Black English. John Wiley & Sons, Inc. 2000.

SILVA, Letícia Fernanda Carvalho; SOUZA, Gasperim Ramalho de. USING THE MASTER’S TOOL TO DISMANTLE THE MASTER' S HOUSE : The two-ness in the construction of black English teachers’ identity in Brazil. In: Kwanissa Revista de Estudos Africanos e Afrobrasileiros, v.4, n.8, jan/jun 2021. Disponível em http://www.periodicoseletronicos.ufma.br/index.php/kwanissa/article/view/15266. Acesso em 20/10/2022.

Proposal Abstract -- (no more than 50 words)

This work centers African American English as an artifact to promote decolonial praxis of English language teaching and enhance Black identities in Brazil. We will explore the tensions that interpolate language, race and power and problematize the placement of this racialized English in the Brazilian schools’ curricula and praxis.

ABSTRACT. Childhood studies documents multiple contradictory images of childhood that shape curricular and pedagogic relationships with children. Contemporary diatribes against public education often disregard children, misrepresent their interests, or consider them threats to the order adults seek to produce and retain. What is the impact of these erasures and distortions?

ABSTRACT. In a time in which the discursive actions of hegemonic narratives are pushing the limits of social agency in education, fissures, gaps, and contradictions expose disparities that require closer scrutiny of what is and what can possibly be. In this paper, I critically explore how mindful practices can be seen as points of convergence to move through divergent worlds in order to reconstruct and develop transformative perspectives.

ABSTRACT. I am a PhD student in the Texas A&M University School of Education working with Dr. Patrick Slattery, Dr. Cheryl Craig and Dr. Claire Katz. We are working together to develop middle school and high school courses tailored to the recent inclusion of the Holocaust in the Texas Curriculum and a professional development curriculum alongside them. Texas is one of a few states that has made the Holocaust a mandatory topic of study. However, without resources and professional development, the Holocaust can be skipped over or taught in questionable ways.

The workshop will address the strengths and shortcomings of Holocaust education in the United States through the lens of the newest curriculum from Facing History and Ourselves. This curriculum is highly popular, but there are major shortcomings in it that, if not addressed, lead students toward a line of thinking about the Holocaust, genocide, and Jewish people that is not conducive toward reducing hate, discrimination, and the continued indifference of the western world toward genocides in the third world. It is important that educators and researchers are aware of these shortcomings and the need for deeper analysis of the goals and methods of Holocaust education.

The Holocaust has been taught in public schools for almost fifty years now, yet anti-Semitic instances reached a record high in the United States in 2022. According to the ADL’s Audit of Anti-Semitic Instances, there was a 36% increase in anti-Semitic incidents in 2022. Campus and school incidents went up nearly 50%, acts of vandalism went up 51%, physical assaults went up 26%, and there were 91 bomb threats targeting Jewish institutions. How is it that after 50 years of Holocaust education, we continue to see a rise in anti-Semitism? What can we as educators and researchers do to educate our country and the world out of this rise in hate? What questions should we be asking ourselves about what we teach when it comes to the Holocaust and genocide, and why we teach it?

ABSTRACT. Explore living curriculum within "Schools of the Walking Dead" using a zombie apocalypse trope, as introduced by Corson (2022), alongside other critical and pop culture perspectives on curriculum. Delve into the shadows of accountability's stagnant curriculum, where issues of passivity, docility by design, and other unsettling curricular terrors are navigated.

ABSTRACT. This conceptual paper explores the ways in which women educators of the Rio Grande Valley have bridged and curated espacios coyunturales as a method of resistance and healing to address socio-historical moments that seek to invalidate advances towards equity and reproduce hegemonic narratives and practices of domination.

ABSTRACT. This paper analyzes science-of-reading discourses as the product of a conservative book-banning movement targeting Heinemann’s education market share and perpetuating white fears of interracial intimacy at school. For evidence, the paper examines symbolically violent discourses from the national podcast Sold a Story and a recent Minnesota House Education Committee session.

ABSTRACT. This systematic review aims to find out how telecollaboration projects prepare pre-service English language teachers to cope with English's hegemonic power, monolingualism and native speakerism. Findings include that more telecollaboration is needed between countries of Global North and South and focus on teachers’ translingual competences and critical language awareness.

ABSTRACT. Caribbean Art appears as a footnote in World Art History often in the shadow of Latin America Art. As a decolonial approach that expands the historical record of world art, this presentation advances a multicultural curriculum focusing on three Caribbean countries as a model for a higher education seminar course.

ABSTRACT. In this panel, we reflect on the inseparable practices of teaching and art making as Latinas and Chicanas from the Texas and California Borderlands. Merging our art making and teaching practices, we share our art pedagogies. Responding to the censoring of Critical Race Theory (CRT) and Equity, Diversity, and Inclusion (ED&I) ideologies in the state of Texas (as well as other states), we critically reflect on and respond to our borderlands lived experiences through enacting art pedagogies. We engage our autohistorias as artists and teachers from the Southwest borderlands.  

Gina Palacios shares an asset-based approach using culturally relevant art pedagogy. An asset-based approach values what students and teachers bring to the classroom and views diversity in backgrounds, culture, and traits as positive. Culturally responsive pedagogy draws from students’ culture, language, experiences, and community to build a curriculum that resonates on a more personal level. Combined, both approaches allow for more engagement by the student, strengthens their sense of identity, and promotes self-confidence, inclusivity, and representation in the classroom. This process invites students to begin their own art practice by looking to their community and themselves as an entry point in developing their own artistic voice. 

Kim Sandoval shares their lived experiences as both a learner and educator on the South Texas borderlands. Countering a deficit model, they instead use student assets to develop their painting curriculum. Working with art students from South Texas, they challenge and adjust student learning outcomes to be culturally responsive and affirming for student artists and teachers. 

Christen S García engages an art/teaching methodology called nepantlando (Sotomayor & Garcia, 2023). Originating from the Nahuatl word for “the place between two bodies of water,” nepantla represents an ideological space of existing in between two worlds (Sandoval 1998, p. 352; Anzaldúa, 2012). Autohistoria-teoría is a “piecing together” of memory fragments that engage “self-reflection, imagination, analysis, and intuition” that includes academic to shamanistic to creative research (Anzaldúa 2003, 3; Keating, 2022, 84). Shifting ideology to action, nepantlando puts nepantla and autohistoria-teoría into creative action. Nepantlando puts Anzaldúan thought into action as art pedagogies in formal and informal spaces of education including the classroom, art museums, galleries, artist studios, and public spaces (García & Sotomayor as cited in Davalos, 2023). 

ABSTRACT. My proposed table talk intends to spark a socially - engaged conversation around relevant contemporary topics related to Bilingual Studies, critical methodologies, and adult learning. I would like to share my preliminary autoethnographic writing and insights, as well as gain perspectives from participants as I plan my immersion experience in Mexico, Spring 2024.

My auto/ethnographic project will serve as a platform to deepen my cross/transcultural understandings and inform my engagement in culturally responsive and sustaining pedagogies. The project aligns with the theme for our C&P conference, in that, like Clarisse nudges Guy Montag to see the taken-for-granted familiar as strange and the strange as familiar, I, too, am prompted by my diverse colleagues and students to seek to make the familiar strange, and the strange familiar through relocating to immerse myself in a different culture and language to renew and deepen my critical insights into my work and its contexts. My project reflects the values of C&P and will be “integral to the fabric of everyday public life and wholly connected to the daily pedagogical practices of schools, as phenomena that exist in non/institutional, and diverse spaces and moments.”

ABSTRACT. This narrative inquiry study relied on critical events to reveal the participant's stories of experience as the framework. In sharing my story, I hope to provide a nuanced understanding of my experiences that can be drawn on by parties involved in supporting graduate students, be it on or off campus or in the virtual classroom. Adding to the literature on the experiences of international Ph.D. students, I also hope to support the resolve of fellow "internationals" as they navigate their journeys.

ABSTRACT. As part of engaging in a culturally responsive pedagogy (CRP) course, preservice teachers (PTs) learn to build relationships, develop/redesign curriculum, and create safe environments for their future classrooms. This study focuses on the creation of polyvocal poetry by four PTs within a course-embedded undergraduate research project focused on issues of CRP. Through polyvocal poetry PTs examine the evocative data of other preservice teachers’ perceptions of what it means to be a culturally responsive educator.

ABSTRACT. Are you thinking about applying for NSF funding for your work? Are you struggling with where to start? In this session, we will share some tips that we have learned from applying to NSF for funding, we will do a hands-on activity, and we will have some time for questions.