ABSTRACT. This presentation will explore Artificial Intelligence's (AI) transformative potential in addressing educational inequities and leveling the playing field for marginalized subgroups. By examining case studies and emerging practices, we will demonstrate how AI can be harnessed to enhance personalized learning, provide targeted support, and bridge achievement gaps. The session will highlight the role of AI in promoting equitable educational outcomes and fostering a more inclusive and democratic future.

ABSTRACT. This paper examines AI's role in language and literacy education through posthumanist and new materialist lenses, exploring how AI reshapes communicative practices, redefines literacy, and impacts teachers’ and students’ agency. It advocates for inclusive, multimodal learning environments, emphasizing critical awareness and ethical use of AI to promote equity and inclusivity.

ABSTRACT. Semiconductors have indelibly shaped modern life, from transformations in communication and information technology to healthcare, transportation, energy, and much more (Bajarin, 2021). While some people may be familiar with news of chip supply chain disruptions (Banker, 2023) or the global race for semiconductor industry supremacy (Freifeld & Sterling, 2024), few have opportunities to learn how and toward what purposes they’re designed, fabricated, and used outside of graduate electrical engineering programs. Federal and industry-led initiatives to promote semiconductor education have narrowly focused on workforce development for projected shortages in research, design, and, especially, U.S.-based fabrication (White House, 2022). Drawing on a two year semiconductor research and curriculum development experience with 20 grades 9-14 STEM educators, I suggest that decolonial new materialist curriculum theorizing and practice that is interdisciplinarily engaged with electrical and computer engineering (ECE) (Snaza et al., 2016) can be useful for deepening the sociopolitical dimensions of semiconductor education, and STEM education more broadly (Rezende & Ostermann, 2020).

ABSTRACT. This presentation explores how intersectionality and narrative inquiry reveal the complex experiences of Black women educators in the U.S. It highlights how these frameworks uncover the systemic challenges these educators face and their resilience in navigating them, contributing to the reimagining of democratic futures in education.

ABSTRACT. This paper explores the well-ill-being of teachers who self-identify as anti-racist and/or anti-colonial educators. It draws on posthumanist curriculum theory, Critical Race Theory, Indigenous studies literature, and Sociology of race to explore the more-than-human and personal-historical character of the “hidden curriculum” of teachers’ ongoing anti-racist/anti-colonial teaching praxes.

ABSTRACT. Discussions of Black history and school desegregation in K-12 schools are influenced by revisionist histories upholding White supremacy and denying the violence of racism in the US. Stories gathered from 10 Black educators in Augusta, Georgia, of desegregating schools as students or educators offer possibilities for counter-narrative curriculum.

ABSTRACT. This paper draws on Tim Ingold’s anthropological theory of "enskilment" to build an applied theoretical framework for pedagogical praxis. This frame is then applied in a learning analysis of the Civil Rights Movement and a critical exploration of contemporary teaching approaches in an under-resourced public school in the Midwest.

ABSTRACT. Based on a theme that emerged from a five-month ethnographic study conducted in Mexico, this paper invites a conversation about the inherent civil responsibilities paramount for civil rights and explores our potential for contributing to sustaining civil rights as educators and citizens, particularly in precarious political times.

ABSTRACT. Stories told about historical figures for peace—think Mahatma Gandhi, Martin Luther King Jr, and so on—often follow a pattern of personal transformation followed by public leadership marked by a sense of being called to lead. The certainty of such stories often position leaders of social movements figuratively out of reach as an element of academic study itself. This paper challenges dominant narratives of peace figures through a case study of Gandhi and his indeterminable moments. Here the focus is on Gandhi’s uncertainty as to what to do in any effort to move forward. The promise offered here is what is viable in thinking about teaching and learning when things don’t go as planned and there’s undecidability as to next steps.

ABSTRACT. In this proposal, we share our efforts of building pedagogies of self-liberation that are working radically with the urgency of stopping the colonial passing of information, the genocide of knowledges. In our own localities, we work to expose the entrenched systems that perpetuate colonial mindsets and reclaim indigenous epistemologies. The concept of "Coloniality of knowledge" (Quijano, A. 2000) is central and guides our discussion. Quijano’s theory critiques the current Eurocentric system of knowledge, arguing that the legacy of colonialism survives within the domains of knowledge, turning colonial subjects into victims of the coloniality of being, devaluating indigenous knowledges and cultural practices, perpetuating a hierarchy that privileges Western epistemologies. As a group, we concur, divert, and search within our own heritages and experiences to both, building pedagogies of self-liberation while seeking for an educational system encouraging a move towards a future where indigenous knowledge and principles would be integral to the fabric of our collective existence.

ABSTRACT. This book talk theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy.

ABSTRACT. Discussing students, parents, and capitalists, I show the overlaps and discontinuities between and betwixt each group in relation to their consumption of education, and schooling more specifically. Following this I shift to an analysis of the student-as-commodity in terms of understanding what is being produced in neoliberal school settings

ABSTRACT. Exploring linguistic identity and power dynamics, this autoethnographic study delves into the experiences of emergent bilinguals in educational settings. Unraveling cultural biases, the narrative navigates stigmatization, linguistic discrimination, and assimilation pressures, advocating for inclusive language pedagogies and dismantling hidden curriculum biases to foster equity and inclusivity.

ABSTRACT. This microethnographic discourse analysis utilizes critical language awareness and other frameworks to facilitate and identify democratic and liberatory practices. As the U.S. continues an upward trend in diversity amongst its demographics, there is a need to make sure students receive culturally and linguistically responsive education.

ABSTRACT. In the contemporary political economy of global English, the Philippines has established itself as a niche market by commodifying its citizens’ linguistic capital. This commodification contributes to national economic growth and individual socioeconomic mobility through industries such as domestic labor, call centers, and, more recently, online English language classes (Lorente, 2016; Tupas, 2016). However, these service sectors, where English is commodified (Heller, 2010), are unequally stratified based on perceived undervalues of English varieties and speakers, a phenomenon termed “Unequal English” (Tupas, 2015). As such, Filipina/o teachers need to manage the assumed illegitimacy (Bucholtz & Hall, 2004; Cresse, 2014) of their English by highlighting, for instance, affective values of their labor (Jang, 2018; Panaligan & Curran, 2022). To explore this unequal status of Filipino English and teachers more deeply, the study employs an in-depth narrative inquiry with a Filipina online English tutor for South Korean adult learners. The research questions are: 1) how does she define herself as an ideal English-speaking teacher, 2) what tensions does she encounter, and 3) how does she negotiate these, while (re)positioning her professional self. The findings indicate that this teacher’s entry into the online ELT platform was prompted by her experience with postpartum depression. This transition eventually proved empowering herself, as the online environment facilitated her re-entry into the workforce after childbirth. The teacher’s maternal experiences not only formed her pedagogical approach, but also served as her teacher authority in her role as an online English teacher. Nevertheless, she encountered several challenges in her praxis, which she defined with “disrespected” moments, including students’ skepticism about her reports of internet connectivity issues, persistent corrections of her English grammar, and instances of inappropriate flirting behavior. To negotiate these tensions, the teacher adopted a critical pedagogical strategy in her online classes. This approach became a strategy to foster mutual respect, wherein she embraced her learners’ diverse identities, such as their sexual orientation and feminist perspectives. Notably, by extending respect and recognition to her students’ intersectional identities, she was able to, in turn, cultivate a reciprocal atmosphere of inclusivity, equity, and also, respect. By giving voice to this Filipina teacher’s embodied experiences, the research highlights the intersectionality of race, gender, and language (in)authenticity in the online English language teaching industry and identifies “unequal” spaces to unlearn both for ourselves and the ELT industry. This process of deconstruction can contribute to our understanding of the ongoing legacy of civil rights in English language education and challenges us to (re)imagine a more equitable future in the ELT industry across the Global South and the Global North. The tutor’s negotiation with her criticality may also offer insights into pedagogy and curriculum, providing teacher agency and authority for current and future teachers navigating similar challenges.

ABSTRACT. We frame how both Black and Indigenous university students benefit from classroom conversations that embody survivance (Vizenor, 2009). Survivace navigates loss to the connection of cultural knowledge but also celebrates the knowledge that Black and Indigenous students have due to their unique insight into stratified power imbalances of education.

ABSTRACT. How does the community college classroom embody justice and equity? The “warm demander” instructor works toward this through supportive teaching without sacrificing intellectual rigor. This presentation will explore how the “warm demander” uses a multidisciplinary approach in composition and literature classes.

ABSTRACT. Date and time: Wednesday, September 25, 11:55 AM (In person panel). 

As graduate students complete their programs, they gear up for the exciting transition to junior faculty positions. However, this shift comes with unique challenges, which will be the central focus of our engaging roundtable discussion. Experienced panelists will openly share their insights, providing practical and valuable advice and perspectives on navigating this transition and addressing the expectations associated with entering academia. This panel aims to equip junior faculty with the insights and perspectives they need to actively engage in and promote civil rights and democratic ideals within their institution and support the next generation of faculty members.

Contact Information: For more information or to submit your questions and topics of interest, please contact Karina Oliveira de Paula: karina-oliveira.de-paula@ttu.edu 

ABSTRACT. This paper will explore the historical origins and contemporary trajectories of the idea of currere in curriculum more specifically and education more generally. We will examine how this discourse has shaped thinking about—as well as it is shaped by—educational experience. The kinds of patterns that mark the emergence of currere and how it’s put to use will be drawn into relation with more contemporary uses. Particular attention will be paid to what had been written in the first wave of the movement and how new spaces were made by which new ways to think and study were created. How currere might be understood as discursive and material will also be discussed. Finally, this paper will examine how educational scholars reproduce in currere some of the very discourses and material practices they claim to challenge.

ABSTRACT. This paper examines the disconnect between administrators' and teachers' definitions of curriculum in science education. It explores how standardizing curriculum based on administrative perspectives can negatively impact educators and students. The author draws on personal experience as a science teacher and curriculum theories by Schubert, Tyler and Aoki to argue against a narrow, standardized view of curriculum. The paper highlights the importance of considering multiple curricula, including hidden and experienced curricula, and incorporating teachers' and students' lived experiences. It emphasizes the need for science curriculum to develop scientific literacy for all students, not just future scientists. The author concludes that standardized curriculum fails to allow for relevancy and suggests that proper professional development and teacher autonomy can lead to more effective science education.

ABSTRACT. Through my research as a specialist student, I have had the pleasure to dive into two approaches to critical consciousness, that have strong implications for the teaching profession: Currere and post formal thought. As I have progressed through the program the quote from Denise Taliaferro Baszile has been my staple in the work that I do “an unexamined self is a potentially dangerous self, as it inflicts harm with no realization of the fact” (p.122). My research will uncover using Currere, the harm that I have potentially caused through my own unexamined self and how my curriculum through the specialist program and the formation of my own post formal thought is leading me towards a thoughtful/ purposeful experience as an individual and as a teacher.

ABSTRACT. This paper examines how community volunteers supported student growth and learning through a summer reading program based on critical theory after the COVID-19 pandemic. By leveraging community volunteers and adopting an asset-based approach, the paper provides strategies for offering high-quality literacy tutoring to increase reading growth in elementary students.

ABSTRACT. Using data and theorizing from an extensive inquiry project into conspiracy theory, this paper takes up the metaphor of “the conspiracene” as a framework for understanding the epistemic, ontological, and axiological shifts that conspiracy theorizing has effected within nearly every facet of daily life. Taking up examples of historical and modern conspiracy theories, we illustrate the movement from conspiracy as a fringe cultural pedagogy to a seemingly ubiquitous, deeply imbricated element of political and social performance – complicating and reterritorializing discourse, relations, and bodies as it explains the world under its rubric. Moreover, we take up elements of recent, widespread conspiracy movements, such as QAnon and the conspirituality phenomenon that saturates social media to describe how conspiracy has turned from an epistemic anomaly to a hyper-real, bare condition of being within the conspiracene.

ABSTRACT. In this paper, we consider the extent to which ghosts influence our curricula, pedagogies, and lives write large. Drawing on Derrida’s (2012/1993) concept of hauntologies, we discuss various interpretations of who and what haunts our individual and collective ontolog(ies). We explore cultural memory and lost futures.

ABSTRACT. These papers examine decolonial thought in relation to feminism and pedagogies of liberation. Decolonial thought examines the discourses, histories, and liberatory practices originating in the Global South. Decolonial thought provides a critical space for curriculum studies to re-examine its theoretical underpinnings in our quest to advance socially-just oriented pedagogies.

ABSTRACT. The rise of white Christian evangelicalism as a social and political movement in the 1970s reached its climax in the elections of Ronald Reagan and Donald Trump (Perry, 2021). The effect of that movement currently manifests in a second Trump presidential election run. Republicans, under the banner of the “Make America Great Again” (MAGA) movement, and the Republican Party’s reliance on Trump as the lynchpin of the party’s platform, have used authoritarian policies that restrict, among other things, abortion, medical care, the teaching of race and racism, and gender/sexuality, and thinking about a more equitable economic system under the guise of the “freedom” of individuals and markets (Meckler & Dawsey, 2021).

The narrative about white Christian evangelicalism as hegemonic is an incomplete one, however, centering white evangelicalism as though there were no correctives, responses, or resistant efforts within evangelicalism (Kirkpatrick, 2019). For instance, 50 years ago when one thought about evangelicals, they typically thought of Jimmy Carter. It wasn’t until the moral majority of the 1970s and the conservative renaissance of the 80s that evangelicalism became built around a politics of exclusion and nostalgia (Du Mez, 2020). There have always been resistant efforts from Black and Latin American theologians and ministers to speak back to the conservative hegemony of evangelicalism, one that persists into the present. This paper discusses those resistant efforts within evangelicalism in the 1970s, paying particular attention to the Latin American liberation theology movement among evangelicals called “la misíon integral” (Kirkpatrick, 2019). More specifically, this paper looks at the life and thought of a particular figure, Orlando Costas, a Puerto Rican liberation theologian—although he was called, in evangelical parlance, a missiologist—who resisted the politics of conservatism embedded in white evangelicalism, and pushed back against hegemonic figures like Billy Graham and Carl F. Henry, who were driven by personal evangelism than social concern. Additionally, we worked with Enrique Dussel in these evangelical spaces to reframe a philosophy of liberation from a Latin American perspective rather than a Western European one. The paper is part of a larger curriculum study I am working on, writing a philosophical biography of Costas’ life and thought (Kohan, 2021). Costas uses metaphors and material analysis to think about coloniality as a Puerto Rican colonial subject, calling for the conversion of evangelicals toward the oppressed Christ found among the poor and oppressed. Inspired by Paula Salvio’s (2007) literary and biographical work on Anne Sexton and Sandra Ruiz’s (2019) development of the concept of “Ricanness” as the “continual performance of bodily endurance against US colonialism through different measures of time,” the paper focuses on Costas’ thinking around structures of colonial domination and theological education—including the inherent slippage between both “theology” and “education.” I add my own corrective to Costas by thinking about his liberatory metaphor of the “gate” (those distinguished and cut off from Western institutional Christian hegemony) by showing and interpreting “the other” as the site of an unconditional call to share one’s life. That unconditional call and sharing, I argue, is the necessary condition for teaching and learning.

References Du Mez K. K. (2020). Jesus and john wayne : how white evangelicals corrupted a faith and fractured a nation (First). Liveright Publishing Corporation a division of W.W. Norton & Company.

Kirkpatrick, D. C. (2019). A gospel for the poor: Global social christianity and the Latin American Evangelical left. University of Pennsylvania Press.

Kohan W. O. (2021). Paulo freire : a philosophical biography. Bloomsbury Academic. Retrieved June 23 2023 from https://doi.org/10.5040/9781350196025?locatt=label:secondary_bloomsburyCollections.

Meckler, L., & Dawsey, J. (2021). Republicans, spurred by an unlikely figure, see political promise in targeting critical race theory. The Washington Post. https://www.washingtonpost.com/education/2021/06/19/critical-race-theory-rufo-republicans/.

Perry, S. L. (2021). Why evangelicals rally to their savior, Donald Trump. Time. https://time.com/6130228/donald-trump-christmas-evangelicals/.

Ruiz S. (2019). Ricanness : enduring time in anticolonial performance. New York University Press. Retrieved June 23 2023 from https://www.degruyter.com/isbn/9781479890705.

Salvio P. M. (2007). Anne sexton : teacher of weird abundance. State University of New York Press. Retrieved June 23 2023 from http://site.ebrary.com/id/10575835.

ABSTRACT. En este simposio vamos a compartir procesos individuales y colectivos de creación de significado. Específicamente, exploramos nuestras herencias y experiencias de vida en busca de prácticas y tradiciones que apoyen nuestro desafío a las complejidades de nuestras vidas, responsabilidades y actividades académicas. Partimos desde nuestro trabajo de campo, reconociendo la dicotomía entre partida y entrada, negociaciones dentro/entre espacios colonizadores/decoloniales y denotando que nuestros esfuerzos se centran en exponer el traspaso colonial de la información, el genocidio de los conocimientos, así como en desenmascarar sistemas educativos arraigados que perpetúan las mentalidades coloniales y avasallan las epistemologías indígenas. El concepto de "Colonialidad del conocimiento" es central y guía nuestra discusión, critica el actual sistema eurocéntrico de conocimiento, argumentando que el legado del colonialismo sobrevive dentro de los dominios del conocimiento, convirtiendo a los sujetos coloniales en víctimas de la colonialidad del ser, devaluando los conocimientos y prácticas culturales indígenas, perpetuando una jerarquía que privilegia las epistemologías occidentales (Quijano, 2000) de colonización/colonización. Entre ellas, se trabaja con pláticas (Flores Carmona 2022), narrativas poéticas (Espinosa-Dulanto, 2018) y autoetnografía transformadora (Hernández, Chang y Bilgen 2023) para enfatizar su potencial transformador en contextos individuales y colectivos.

ABSTRACT. We, a collaborative facilitation team of CREATE Project Coordinators and Graduate Research Assistants serving teacher residents and experienced educators in Atlanta, redesigned a series of professional learning curricula to center joy, well-being, and liberation to support educators in reclaiming the legacy of the Civil Rights Movement in the context of their work.

ABSTRACT. This panel will act as the official book launch and introduction to the Curriculum and Pedagogy Groups’ 2024 collected book, Walking Away: Refusing and resisting reactionary curriculum movements. This panel will include the editors of the volume and some of the authors of the chapters in the book.

ABSTRACT. Are you a student, emerging or experienced scholar, educator, and/or advocate? If so, this is the event for you! The Curriculum & Pedagogy mentorship committee cordially invites you to our mentorship evening mixer. This event is designed to connect students and emerging scholars with experienced professors and academic researchers, providing a platform for mentees to engage in meaningful conversation and receive guidance on various aspects of professional growth, including research, job applications, publications, and more. This mixer will offer an encouraging and supportive environment for both faculty and graduate students to exchange experience, knowledge, and insights. This is an excellent intergenerational opportunity to learn and to expand your professional network and community! We hope you are interested in this fun mentorship opportunity!