Days: Wednesday, October 18th Thursday, October 19th Friday, October 20th
View this program: with abstractssession overviewtalk overview
Pathways to Academia: Applying, Interviewing, and Negotiating (abstract) |
An introduction to qualitative meta-synthesis methods: Definitions, steps, and proposal writing. (abstract) PRESENTER: Nuria Jaumot-Pascual |
This pre-conference arts-based workshop will be facilitated by graduate students and orchestrated by a Penn State professor, who has facilitated numerous arts-based research and teaching projects. The notions of a “commons” and arts-based data visualization will be the focus of the workshop. Buffington, for which the commons is named and the site of the workshop, guided students preparing to be teachers to question whiteness and apply critical race theory to analyze teaching resources. Workshop participants will explore arts-based approaches to data visualization in an exhibition of interactive digital and object-based inquiries.
Dr. Melanie L. Buffington Commons: A Site for Social Justice (abstract) |
Penn State Professor Shannon Goff will give a tour of a collaborative mural project at Corl Street Elementary. Please meet in the Penn State Patterson building lobby at 3:00 PM. The group will walk over to Corl Elementary for the tour.
Corl Street Elementary School Mural Tour (abstract) PRESENTER: Shannon Goff |
View this program: with abstractssession overviewtalk overview
Journal of Curriculum and Pedagogy Editorial Board Meeting (abstract) PRESENTER: Erin Miller |
The Curriculum & Pedagogy mentorship committee is excited to announce an upcoming mentorship breakfast session. This exclusive event has been designed to connect students and emerging scholars with experienced professors and academic researchers, providing a platform for mentees to engage in meaningful discussions and receive guidance on various aspects of professional growth, including research, job applications, publications, and more. The hour-long session promises to create an encouraging and supportive environment for both mentors and mentees to exchange knowledge and insights, making it a fantastic opportunity to learn and expand your professional network. If you're interested in participating in this valuable mentorship opportunity, please don't hesitate to get in touch. We welcome your suggestions and themes for discussion during the session, so please send an email to curriculumpedagogymentorship@gmail.com (Christen Garcia & Michelle Angelo-Rocha). Please let us know if you prefer to participate in-person or online
Christen Sperry Garcia (The University of Texas Rio Grande Valley, United States)
Curriculum & Pedagogy Mentorship - Breakfast with Your Mentor (abstract) PRESENTER: Michelle Angelo-Rocha |
WELCOME REMARKS
C&P Brief Vision.
Updates for the Day
Michelle Angelo Dantas Rocha (University of South Florida, United States)
Enough is enough, we are more than footnotes: Preservice teachers and LGBTQ+ youth (abstract) PRESENTER: J. Scott Baker |
Dreamcatchers or Cuckoo’s Nests? Whiteness and the Conspiritual Desire of the Other (abstract) |
Gender, Life Writing, Vulnerability: Violence and Difference in the Post-Secondary Classroom (abstract) |
Healing the School: A Spiritual Pedagogical Framework for Educational Leadership (abstract) |
Coloniality, Conviviality, and Reconceptualization of Curriculum in Africa. (abstract) |
Incorporating anti-colonial practices in education through aesthetic disruptions (abstract) |
Indeterminate Beginnings on the Understudied and Unstudied: Assembling a Handbook on Ignorance in Education (abstract) |
Where are the Women? : A History of Hidden Power in Literacy Education (abstract) |
Teaching Testimonies from Censorville (abstract) PRESENTER: Nadine Kalin |
Countering Invisibility: Policy Debate as a Site for Asian American Identity Formation (abstract) |
"We’ve Been Had": Neoliberal Initiatives in Urban Education (abstract) PRESENTER: Erin Miller |
Thinking through Ontologies of Transcendence and Immanence for Social Change and Education (abstract) |
Transforming Theories into Practice: Critical Pedagogy and Culturally Responsive Teaching (Virtual) (abstract) PRESENTER: Noah Merksamer |
Deconstructing Dis/ability in the K-12 Art Classroom (abstract) |
Holistic education, curriculum theorising and making, in adult, community and vocational education (abstract) |
Emotional Configurations of Whiteness in Science Teacher Education (abstract) |
Centering Emotions Pedagogically: Toward an Affective Pragmatist Inquiry (abstract) |
The de-encapsulation of English language teaching on a multiliteracies' pedagogy perspective (abstract) |
Factors and Challenges Affecting the Teaching Effectiveness of Junior High School Art Teachers in Taiwan and Their Correlation (abstract) |
What is social justice education, and why is social justice necessary to a democracy? How and why does art play a significant role in social justice work? How might we assess social justice curriculum and pedagogy? These questions drive the authors’ inquiry into philosophical and conceptual assumptions of curricula and pedagogies of social justice education. From an extensive study of social justice theoretical underpinnings and impactful practice, the authors present a set of six principles, Throughout the book are examples of art and artists whose work engages with one or more of principles of social justice presented in this book.
Teaching and Assessing Social Justice Art Education: Power, Politics, and Possibilities (abstract) |
Freyca Calderon (Penn State University Altoona, United States)
Christen Sperry Garcia (The University of Texas Rio Grande Valley, United States)
Work in Culture and Pedagogy: A Conversation and Q & A. In this awardee session, Jenny Sandlin, will share some highlights from her work with a focus on what drives her research in topics that range from public pedagogy and Disney to consumer culture and conspiracy theories. Author/editor of texts that include Paranoid Pedagogies, Critical Pedagogies of Consumption and Handbook of Public Pedagogy, among others, this will be a powerful discussion on research, contemporary culture, and teaching.
What’s in a double reading?: Tentative Orientations Toward a History of Double Readings in Curriculum Studies and Beyond (abstract) |
Literature as Rhetoric: Developing a Confluence of Identity (abstract) |
A Genealogical Glance into the Integration of Religion and Public Education in America (abstract) |
A Critical Ethical Framework for Considering a Disposable Human Resource Pandemic (abstract) |
Indigenous Education and Kenya's Educational Reforms: Beading Framework, Culture, and Sustainability (abstract) |
Developing Cultures of Social Studies Curriculum: Perception and Potential Impact of new Social Studies Standards on Pedagogy and Curriculum in the District of Columbia (abstract) |
Resistance of the Mind: Building Critical Consciousness Through Critical Reflection (abstract) |
The Construction of Racial Identity: The impact of U.S. Curricula among Mexican Transnationals (abstract) |
The Capitulum Inflorescence Model for curriculum transformation (abstract) |
This symposium introduces “Critical American Language Praxis” (CALP) as an epistemological lens that examines the tensions of Global English in language teaching and learning contexts across North, Central, and South America. It explores CALP as a decolonial project of language teaching and teacher preparation in resistance to Eurocentric, colonial curricula
Critical American Language Praxis: Teaching, Navigating, and Resisting Global English (abstract) PRESENTER: Kevin Donley |
Edited by Clelia O. Rodríguez, SEEDS for Change and University of Toronto and Josephine Gabi, Manchester Metropolitan University.
CONTRIBUTORS: Pamela Lynn Chrisjohn,Chihera Shava Mhofu, Glenda Mejía, Mary Chakasim, Faith Mkwesha, Jihan Thomas, Anthony C. Guerra, Amanda Buffalo, c.k. samuels, Jackie Lee, Shauna Landsberg, Künsang, Danielle Denichaud, Ram Trikha, Hope Kitts, Trung M. Nguyen, Odaymar Cuesta, Karthik Vigneswaran, Zahra Komeylian, Aquib Shaheed Yacoob, Anthazia Kadir Kay Williams, Miryam Espinosa-Dulanto, Octavio Quintanilla, Sonia Das
View this program: with abstractssession overviewtalk overview
The Curriculum & Pedagogy mentorship committee is excited to announce an upcoming mentorship breakfast session. This exclusive event has been designed to connect students and emerging scholars with experienced professors and academic researchers, providing a platform for mentees to engage in meaningful discussions and receive guidance on various aspects of professional growth, including research, job applications, publications, and more. The hour-long session promises to create an encouraging and supportive environment for both mentors and mentees to exchange knowledge and insights, making it a fantastic opportunity to learn and expand your professional network. If you're interested in participating in this valuable mentorship opportunity, please don't hesitate to get in touch. We welcome your suggestions and themes for discussion during the session, so please send an email to curriculumpedagogymentorship@gmail.com (Christen Garcia & Michelle Angelo-Rocha). Please let us know if you prefer to participate in-person or online
Documenting Translanguaging as a Culturally Relevant and Linguistically Sustaining Pedagogy in Multilingual Classroom Contexts (abstract) |
The Spectral Lens Theory (abstract) |
Book Talk: Disrupting Colonial Pedagogies (abstract) |
Book talk: Holistic education: Principles, perspectives, and practices (abstract) |
Remembering Exhibitions as Process and Product in Art Teacher Education (abstract) PRESENTER: Natalia Pilato |
Are Girls in the “Panopticon”?：A Critical Content Analysis of Sexuality in Marjane Satrapi's Persepolis (abstract) |
Widening the Imagination: Political and Pedagogical Possibilities from Transnational Teacher Exchanges (abstract) |
In-Service Teachers’ Perception of the Definition and Importance of Civic Readiness in the 21st Century U.S. Democracy (abstract) |
A Review of Teachers’ Experience of State-Led Curriculum Changes (abstract) |
Chai Pe Charcha: Exploring Value-Creating Approaches to Qualitative Research (abstract) |
Curriculum Inquiry and the Not-So- Existential Encounters of Self-Care (abstract) |
How to kill a drag queen: Feathered friends, pecking orders, clucking hens, and unicorns: Uncomfortable comic pedagogies of drag. (abstract) |
The Role of Translanguaging Pedagogy within the Modernity/Coloniality/Decoloniality Concept (abstract) |
Interdisciplinary Instruction: Using Postformal Thought to Bridge the Application Gap (abstract) |
Malitzin Researchers Wearing Masks: Resisting and Refusing to Conform (abstract) |
Empowering Minds: Embracing Freirean Pedagogy in Social Studies Teacher Education (abstract) |
Tentative Explorations of the Quantum Turn for Curriculum Studies (abstract) |
Shaping Tomorrow's Teachers with Arts-Based Research: Utilizing Online Art Reflection Workshops to Nurture Resilience (abstract) |
(Re)Memorying Silenced Scars: Gendered Body Normativity in South Korean K-12 Portraiture Lessons (abstract) |
Multiculturalism as Panacea: Complicating Curricular Tropes of Dialogue, Tolerance, Reflection, and Care (abstract) PRESENTER: Minsoo Kim-Bossard |
Teaching for Resistance: Culturally Sustaining Pedagogy Across the Disciplines (abstract) |
Creative and Transformative Field Experiences for Pre-Service Teacher Education Students (abstract) PRESENTER: Patrick Slattery |
Journal of Curriculum and Pedagogy Informational Session (abstract) PRESENTER: Sam Tanner |
The Well-Timed Career: A Retrospective. In this awardee session, Patti Lather, will talk back at her work as in qualitative studies and (post)critical, feminist, and poststructural perspectives. Author of books that addressed everything from women living with HIV/AIDS to feminist thought and doubled readings, and in thinking of her more recent work in quantum physics, you don’t want to miss this groundbreaking talk.
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.
Mural-making in Crisis: Reflections on a School-University Collaboration (abstract) |
Spreading acorns: Teacher futurity and micro-interventions (abstract) |
Student’s Rights vs. Teacher’s Rights: A Critical Discourse Analysis of Teachers' Rights in South Korea (abstract) |
Navigating Challenges: Implications for Community-Based Art Education (abstract) |
Unleashing the Power of Simulations: Igniting Criticality in Teacher Education (abstract) |
African American English: Enhancing Black identities in English Classes (abstract) PRESENTER: Letícia Fernanda Carvalho Silva |
Who is the child in contemporary debates about public education? (abstract) |
Contemplative Practices: Conceptualizing Mindful Forms of Resistance (abstract) |
Rethinking How We Teach the Holocaust (Virtual) (abstract) PRESENTER: Noah Merksamer |
Zombie apocalypse: A metaphorical quest for curricular reform (abstract) |
Haciendo Caras en Espacios Coyunturales: Bridging to create spaces of resistance, spaces of healing (abstract) PRESENTER: Brittney Thornton-Guzman |
The 2023 Activist Intellectual Award by the Governing Council for the Curriculum and Pedagogy Group is made to community members/activists/intellectuals whose contributions have been critical in contesting domination and power through situated and committed knowledge production in the service of community and society.
The 2023 Activist Intellectual Award has been awarded to,
Rev. Dr. Donna "Mama" King, a posthumous mention recognizes Mama King's commitment to racial equity in education, her work as a historian of the abolitionist movement in Bellefonte and Centre County, as well as her pedagogical work as a public intellectual, to name a few of her contributions. Her daughter, Kimisse King, will accept the award on behalf of Rev. Dr. Mama King.
Dr. Sue Rankin. Dr. Rankin has been a trailblazer in the LGBTQ rights movement for many decades. Dr. Rankin was one of the first openly lesbian NCAA Division I coaches and was ultimately terminated for her openness. Since then, she has fought tirelessly for gender and sexual equality in sports and beyond. Recognizing the need to better understand marginalized communities, Dr. Rankin became an expert researcher with the belief that data could help inform better policy and services. She’s led survey research projects at over 300 colleges and universities in North America aimed at increasing belonging for minoritized people. She has presented and published widely on the impact of sexism, racism, genderism, and heterosexism in the academy and intercollegiate athletics. In her life and work, she’s been a mentor for hundreds if not thousands and fierce advocate for justice.
Erik Malewski (Kennesaw State University, United States)
Plundering Heinemann’s “Cozy Nooks”: Science of Reading, Book Banning, and Symbolic White Racial Violence (abstract) PRESENTER: Rick Lybeck |
A Systematic Review of Telecollaboration for Pre-service English Language Teacher Education (abstract) |
Un-Othering Caribbean Art: Disrupting Dominant Narratives in World Art History (abstract) |
Performing Latina/x and Chicana/x Informed Art Pedagogies (abstract) PRESENTER: Christen S Garcia |
Ethnographic Study as a Transformative Act: An Immersive Language and Cultural Learning Experience in Mexico (abstract) |
Why do I need a PhD? A narrative inquiry story of my journey as a new mother and international doctoral student in the US. (abstract) |
Exploring Voice: Preservice Teachers and Polyvocal Poetry (abstract) PRESENTER: J. Scott Baker |
Virtual Mentoring Session: Applying for NSF funding (abstract) PRESENTER: Nuria Jaumot-Pascual |