ABSTRACT. The Curriculum & Pedagogy mentorship committee is excited to announce this mentorship coffee session. This 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 conversation and receive guidance on various aspects of professional growth, including research, job applications, publications, and more. This hour-long in person session will offer an encouraging and supportive environment for both faculty and graduate students to exchange knowledge and insights. This is an excellent opportunity to learn and to expand your professional network! We hope you are interested in this valuable mentorship opportunity!

Time frame request: 8-9 AM Fri Sept 27, 2024

ABSTRACT. With the presence of white Christian nationalism in the news, I have been acutely aware of my experiences as a Black girl in a white Evangelical school. I use autoethnography to situate how Christian ideals were used to obfuscate and validate racism at school.

ABSTRACT. This paper examines the knowledge and experiences of leaders in one urban district specifically exploring Restorative Practice (RP) in schools and the potential of RP to transform inequitable systems of practice. RP is not a practice to restore a system that excludes BIPOC voices but creates conditions for all voices.

ABSTRACT. High stakes policies passed in many states seek to interrupt meaningful work of teacher educators and teachers. Research-backed strategies like culturally responsive teaching and social-emotional learning have suddenly become “loaded” terms. This presentation showcases the work of four teacher educators in different states and their use of transformative pedagogies in within foundational teacher education courses with a heavy emphasis on advocacy and activism. For example, promoting candidates’ engagement in the current political issues like voter suppression, critical analysis of the language of the laws around teaching Critical Race theory, book restrictions, marginalizing identities of students of color and LGBTQ+ community, helps candidates understand the severe implications of these laws for P-12 students’ engagement and success. Reflections on unfair laws that further reinforce existing power hierarchies inspire candidates to become allies in teaching for democracy and they come to appreciate teaching as an act of activism and advocacy.

As teacher educators and teachers are being roiled by restrictive legislation around critical race theory and divisive concepts in some states, our investigation explored the impact of critical Communities of Practice (CoP) on teaching our introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators from different states, each representing a unique institutional context. While two authors taught in states that have enabling policies in place, which promote culturally responsive pedagogies, the other two taught in states that had passed laws restricting professional autonomy of educators and honest discussions of race and racism (Ga HB 1084, 2022; Fl HB 7, 2022). Having this critical CoP as a support group, enabled us to better navigate our dichotomous policy contexts and renew our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in helping us develop a deep understanding of conflicting laws in different states, recognize how we could elevate the voice of colleagues in other states facing restrictive policy mandates, and how transformative pedagogies and collective advocacy can be effective tools for providing much needed support to educators across contexts, and to teach in culturally and historically responsive ways.

We intend to have meaningful engagement with the audience members and hear insight about their context, engage in rich discussions about the impact of these laws on their work as educators, share examples of resistance and activism in their practice, and examine effective policies to recruit and retain a diverse teacher workforce. In a climate where teacher education programs are seeing a decline in enrollment and school districts across the country are facing severe teacher shortages, using authentic care, understanding the role of self in the society, becoming an enlightened citizen, promoting what is just and right, is critically important to recruit teacher candidates into the profession, who would be equipped with resilience and perseverance even in the face of oppressive laws and policies.

Reference:

Georgia General Assembly. (2022). HB 1084: Protecting Students First Act. enact. Retrieved from https://www.legis.ga.gov/api/legislation/document/20212022/204303

Florida General Assembly. (2022). HB 7: Individual Freedom Act. Enact. Retrieved from https://www.myfloridahouse.gov/Sections/Bills/billsdetail.aspx?BillId=76555#:~:text=Individual%20Freedom%3A%20Provides%20that%20subjecting,to%20prepare%20and%20offer%20certain

ABSTRACT. This paper focuses on the ways that hegemonic framings of white privilege and white fragility undermine critical pedagogy. Working through these concepts I show how an authentically critical pedagogy must work with white social actors as agents and as inherently capable of engaging in struggles for justice.

ABSTRACT. The purpose of this symposium is to share findings from a recent exploration undertaken by doctoral students in a Curriculum Theory course about how curriculum can ‘tame’ and/or ‘make wild,’ possible outcomes or consequences of either or both ways of being, and inspiration based on what was discovered.

ABSTRACT. This presentation explores the pivotal role of Black women educators before and after the Brown v. Board of Education decision. It examines our contributions to civil rights, educational equity, and community leadership, emphasizing our resilience in the face of systemic challenges and our enduring impact on the reimagining of democratic futures in education.

ABSTRACT. The integration of instructional technology has become increasingly central to contemporary educational practices, reshaping the landscape of learning. This qualitative research aims to explore the dynamic interplay between instructional technology, as advocated by William Doll's educational ideals, and the principles of complexity theory, through the lens of currere. Drawing from Wang's assertion that currere challenges educators to teach with courage, craft, and compassion, this study examines Doll's conceptualization of a flexible curriculum within the framework of complexity theory, likening it to a dance rather than a march.

Through personal experiences as an educator and instructional technology coach, the purpose of this research is to reflect on these experiences through the lens of currere and the complexity curriculum framework outlined by William Doll. Observations in K-12 classrooms reveal the challenges teachers face in meeting the diverse educational needs of their students, highlighting the potential benefits of a more flexible curriculum enriched by technology. Through the autobiographical lens of currere, reflections on my tenure as a middle school math teacher highlight rigid curricular approaches and the need for adaptation. Motivated by a desire to address past inadequacies and empower fellow educators, this research endeavors to explore the dynamic relationship between instructional technology, Doll's educational ideals, and complexity theory in meeting the needs of modern learners. Through qualitative analysis and reflection, this study seeks to illuminate pathways for leveraging instructional technology to foster inclusive and responsive learning environments grounded in the principles of complexity theory and informed by the insights of currere.

ABSTRACT. This paper proposes an interdisciplinary curriculum integrating solar energy production, policy, and social impact. This comprehensive educational framework is designed to equip students with practical skills and critical awareness, fostering the development of sustainability competencies. By emphasizing the creation of informed, skilled individuals capable of driving sustainable practices, this strategy contributes to a comprehensive educational approach for a sustainable future.

ABSTRACT. The paper presentation focuses on a mini chapbook of poems created during a doctoral program in Curriculum and Instruction that studied the works of Paulo Freire. The poems in the mini chapbook explore themes such as language education, historical context, and social liberation within the Brazilian educational framework. The presentation advocates for a transformative approach to social and educational liberation in Brazil, emphasizing critical thinking, empathetic dialogue, and a humanist educational methodology. This mini chapbook will be part of the book "Latin America Writes Back," which is set to be released in Spring 2025 through Bloomsbury Press. The presentation emphasizes the significance of English language learning and the role of educators in empowering students within the Brazilian educational framework. Overall, the poems explore the intersection of language education, historical context, and social liberation while emphasizing the need for a purposeful and empowering teaching environment through poetry inquiry as methodology.

ABSTRACT. This presentation discusses a curriculum that prepares students to conduct their own research into elements of “classroom management,” some of the research students have already conducted, the conclusions they have reached, and how this process might better support those future teachers in creating more equitable classroom environments.

ABSTRACT. In this session, the current Curriculum and Pedagogy historian, Dr. Jake Burdick, will discuss the historian's role and scope, the initial project he is undertaking within this role, and opportunities for collaboration and future projects under the historian's functional role. Within the presentation, Dr. Burdick will also describe the narrative historical approach he is taking for the initial project – one that draws upon other key curriculum texts as a means of developing historical context and throughlines as a means of producing a situated, appropriately fragile account of a complicated and contentious history.

ABSTRACT. The paper extends beyond the search around the intersection of motherhood and academia faced by women of color in USA studying as grad student. BY examining the relevant literature, it seeks to absorb how the findings contribute to an insightful comprehension of the unique challenges faced by the researcher.

ABSTRACT. Morning announcements are a seemingly innocuous part of the day, but they often reflect and reinforce broader societal biases and inequalities. Participants will confront the narratives embedded in these messages through analyzing spoken word performance. The discussion asks educators to critically reflect on how these announcements can affect Black children.

ABSTRACT. Introduction Throughout the human history, Indigenous languages and cultures have played a pivotal role in both shaping the diversity and complexity of the world and transmitting knowledge, preserving traditions, and nurturing distinct worldviews deeply rooted in their respective ecosystems. In contemporary societies, their importance remains undiminished, despite facing numerous challenges. Globalization, urbanization, and cultural assimilation have eroded linguistic and cultural diversity, posing existential threats to many Indigenous communities and their ways of life. Nevertheless, there has been a growing recognition of the necessity to preserve and revitalize Indigenous languages and cultures in order to achieve progress towards a more inclusive and sustainable future (Cf. Requesens Galnares, 2023). Methodology Based on the above-mentioned principles, a study was conducted to explore Mexican university students' interest in learning Indigenous languages, highlighting their role in the participants´ personal, academic and profesional life and the Mexican society, en general. The theoretical framework of this research is rooted in the fundamentals of cultural anthropology, linguistics, and education theory. The study was guided, in particular, by Paulo Freire's concept of critical pedagogy (Freire, 1973) based on the transformative potential of education in addressing social inequalities and promoting cultural empowerment. Methodologically, both qualitative and quantitative approaches were employed. A group discussion was conducted among 11 students, supplemented by a questionnaire survey administered to 212 students from various majors enrolled in English language courses at a Mexican public university between 2019 and 2022. Results Most of the participants showed little interest in learning Indigenous languages due to perceiving a lack of practical application. However, they came to acknowledge the cultural richness embedded within these languages and their role in enhancing understanding of the Mexican history and traditions. They also discussed the personal significance of connecting with the Mexican identity through Indigenous language acquisition, as well as the broader impact of language learning on worldview expansion. Discussion There was a focus on the importance of preserving the Indigenous languages as a vital part of Mexico's cultural heritage. The students also highlighted the personal and professional growth opportunities and expanded worldview that come with language acquisition. Recognizing and respecting linguistic diversity were identified as essential components for fostering a more inclusive society. Conclusion It is crucial to incorporate the learning of Indigenous languages into a univerisity educational context in Mexico. By immersing themselves in the study of one or more Indigenous languages, students can delve into the cultural richness that these languages encapsulate. Furthermore, learning Indigenous languages fosters empathy and intercultural understanding. Linguistic empathy allows university students to understand the experiences of those whose mother tongue is one of Mexico's local native languages, thereby promoting an environment of inclusion and respect. Finally, their inclusion in the university setting opens up new academic and professional opportunities.

References Freire, P. (1973). Education for Critical Consciousness. Seabury Press. Requesens Galnares, A. (2023). Why Indigenous languages matter: The International Decade on Indigenous Languages. United Nations Department of Economic and Social Affairs. 2022-2032. www.un.org/development/desa/dpad/wpcontent/uploads/sites/45/publication/PB151.pdf

ABSTRACT. This study investigates the effectiveness of using public spaces and events on campus to increase English as a Second Language (ESL) and Workforce students’ sense of belonging in an academic environment.

ABSTRACT. This review explores the role of communication in building an organizational culture focused on sustainability. The contemporary era has witnessed an increasing focus on sustainable practices, essential in fostering a prosperous future for everyone. Integrating sustainability into an organization's core and promoting an environmentally conscious culture is paramount in achieving this goal. Communication plays a fundamental role in organizational culture and strategy execution, directly influencing the organization's effectiveness. By leveraging communication strategies to cultivate a shared understanding of sustainability within an organization, employee engagement, and behavioral change can be promoted to achieve company goals. This review examines how communication can promote sustainability practices within organizations, emphasizing the importance of clear, transparent, and inclusive communication strategies in building an environmentally conscious culture.

ABSTRACT. he collaborative autoethnographic writing of women at different stages of a journey in a Language, Diversity, and Literacy Studies Ph.D. program reveals the threads that connect us and those that make us unique. Using variations of found poetic forms derived from the language of womanist and feminist theorists, we craft and analyze our empowerment of not only ourselves, but each other, in the embodied language of our texts. We will perform this text depicting the collaborative female experience as both varied and universal. In a modern social context where difference is seen as ‘other,’ and features of the human experience are held up as reasons to silence some voices and highlight those norms established by traditional power structures, we explore how poetic inquiry illuminates the intersectionality of the collective female experience, yet it is still just that: singular, and multiple, and in the end, female. Ours.

ABSTRACT. The paper examines a two-year cross-curricular project integrating forensic science and AP physics in a predominantly Hispanic Title I high school. The project engaged multi-level learners in blood spatter analysis, to increase STEM interest and career awareness. Results indicate improved student confidence and interest in hands-on, real-world STEM applications, particularly among Hispanic students.

ABSTRACT. Growing special education referrals for African American students raise concerns about their overrepresentation. Urban educators' roles in referrals prompt a qualitative study delving into teachers' experiences, aiming to grasp how their perspectives, cultural sensitivity, and training shape referral decisions for African American students, addressing this disproportionate representation.

ABSTRACT. This presentation is a conversation on the political controversy over the role of Critical Race Theory in education. Is CRT harmful and contrary to constitutional ideals or a framework for a more democratic education? Join us to explore the opposing perspectives and what we can learn moving forward.

ABSTRACT. At the intersection of art and activism, artivism challenges injustices and inspires social change. In this workshop, explore the role of artivism in social justice curriculum and pedagogy, analyze and create art, and consider how to use art as liberatory pedagogy that encourages activism in K-12 and teacher education classrooms.

ABSTRACT. Join us for a celebration of our 2024 Activist Intellectual Award recipient; Dr. Soltis will receive the award and share her background. She will also share the origins of Freedom University, which provides education, support, and leadership training to undocumented students who are banned from equal access to public education in Georgia. She will share more about Freedom University students and efforts towards policy change and direct action to make a better world for undocumented youth and their allies.

ABSTRACT. Join us in the celebration of a lifelong supporter of the Curriculum and Pedagogy Group. Dr. Kilbane was a key leader in the organization for many years, ensuring its success at various locations, from New Orleans to Akron, OH. Each year, Dr. Kilbane helped with every detail of the conference, from the reception desk to contracts and budgets. If it were not for the work of Dr. Kilbane, we would simply not be. Social movements happen because of people like Dr. Kilbane.