TABLE OF CONTENTS

Acknowledgement

Foreword

Patrick Slattery, Texas A&M

Chapter 1

"Curriculum Work as Public Intellectual Leadership," James Henderson, Kent State University & Kathleen Kesson, Goddard College/University of Vermont.

Chapter 2

"Small Gatherings, Shifting Coalitions, and Communities of Discourses: A Town Meeting About Democratic Theory and Practice in Curriculum Studies,"  J. Dan Marshall, Penn State; James T. Sears, University of South Carolina; & Donna Adair Breault, Illinois State University.

Chapter 3

"Paul Klohr and the Second Wave," Nancy Brooks, Ball State University.

Chapter 4

"From Passive Rag Doll to Border-Crossing Mannequin: Designing Arts-Based Democratic Projects in Curriculum Leadership," Carol A. Mullen, University of South Florida & C. T. Patrick Diamond, Ontario Institute for Studies in Education.

Chapter 5

"Teaching and Researching the New World Order: How Far Are We Willing to Go to Support Justice?" Dana Rapp, Ashland University.

Chapter 6

"Critical and Generous Thinking in the Context of Social Studies Education," Lynn Brice, Western Michigan University.

Chapter 7

"From the Streets to the Classrooms: Street Intellectuals as Teacher Educators, Collaborations in Revolutionary Pedagogy," Susan Finley, Michigan State University.

Chapter 8

"Hearing Voices: Poetic 'Corrections' From the Concrete Box," Patricia Whang, California State University, Monterrey; Beverly Moore, Auburn University; & Sharon McDonough, Auburn University.

Chapter 9

"Building Peace and Breaking the Identity Divide: Challenging our Conversations on the Troubles," Erin Carlin, The Law Society of Ireland.

Chapter 10

"My War," Christopher F. Reynolds, Berea Public Schools.

Chapter 11

"Founders: Reconsidering Racial Policy in a Community Art School," James Sanders III, Arts-based Elementary School, Winston-Salem.

Chapter 12

"Accidental Tourist: Curriculum Lost in Public Spaces," Chris Higgins & Karen Wilson Baptist, University of Manitoba.

Chapter 13

"Reconceptualizing Mentoring Through Collaborative Action Inquiry," Tom Poetter, Miami University.

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