(De)liberating
Curriculum and Pedagogy:
Exploring
the Promise and Perils of “Scientifically-Based” Approaches
Registration Times Throughout Conference Wednesday 2:00 p.m. - 6:00 p.m.
Thursday 7:45 a.m. - 5:00 p.m.
Friday 7:45 a.m. - 10:30 a.m.
Friday 3:00 p.m. - 4:00
p.m.
Saturday 7:45 a.m. - 10:00 a.m.
Wednesday, October
27th
2:00 - 6:00 p.m.
Check-in &
Registration
7:00 – 9:30 p.m.
General Reception
Cash Bar
Room 154-158
7:00 – 8:00 p.m.
Graduate Student Cohort Reception
Room 180-184
Conference Strands
ABER
– Arts-Based Research Project
CW
– Creative Writing Project
DIR
– (De)liberation in Retrospect
PML
– Public Moral Leadership in Education
SA
– Social Action Project
TIM
– Theory in Motion
Thursday, October 28th
8:15 – 9:45
Room Presentation (Strand)
112 Imagery,
Affect and the Embodied Mind: Aesthetic and Ethical Implications for Reading
and Responding to Literature (TIM) /
Karen Krasny, York University
I
attempt to bring together the seemingly discordant voices of science and
philosophy into conversation with each other to inform our understanding of
reading as an aesthetic and moral act. I
intend to establish imagination as the critical point at which various perspectives
from phenomenology, neuroscience, and literary theory converge to mend the
Cartesian split between the cognitive and the affective domains of reading.
124 Educating
for Social Change: Alcohol Consumption (SA) / Carol Michael, Miami University
Fresh
from the "Just Say No" abstinence approach in high school, many
first-year university students know little about alcohol or its effects, yet
many will engage in consumption, often with disastrous results. Through
research-based curriculum inclusion, faculty can play an important role in
encouraging social change. Strategies and student reactions to one
approach will be
shared.
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Counting
Curricular Calories: An Exploration of Physical Appearance and Self-perception
in Current Curricula (SA) / Libby Rhoads,
Miami University
Self esteem.
Individual fitness. Eating
disorders. Obesity. All hot button topics in today's
society. Beyond the explicit, what does
current curriculum have to say? Does the
null curriculum of today support this topic?
What does current curricula have to say about physical appearance and
self-perception? By taking the time to reflect on current curricula as a whole,
maybe we can truly affect change in students' thoughts on personal appearance
and self-perception."
180 Professional
Challenges for Identities of Female Teachers of Young Children: Feminism and
Early Childhood Education (SA) / Mina
Kim, Indiana University
The
purpose of this study is to examine how female teachers construct their
occupational identities as teachers within early childhood education settings.
This research will explore teachers’ life histories of becoming and being
teachers, and interpret them using feminist scholarship as an analytical tool.
Through investigating female teacher’s occupational identities, this study will
show how they recognize their identities as teachers and women, which have been
constructed in their personal and professional life experiences and how those
identities are related to their practices.
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Who
Does This Text Think I Am? (SA) / Nancy
Brooks, Ball State University, & Sharon Solloway, Bloomsburg University
The discourse of
accountability and control has begun to seep into the official knowledge of the
preparation of teachers of even our youngest, most vulnerable students. Drawing
on Ellsworth’s concept of mode of address, this presentation aims to provoke
conversation on the possibility of producing teachers who are more than
"agents of the state."
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How
to Join the Popular Front for the Liberation of American Education (PFLAE) (SA) / Patrick
Pritchard, Wesleyan College (Suggested preparatory reading: "Beyond
'boring, meaningless shit' in the academy: early childhood teacher educators
under the regulatory gaze." Contemporary issues in early childhood;
Vol. 4 Issue 1, pp. 3-29. Full text at http://www.triangle.co.uk/ciec/
Ron
Miller (1997) writes "I believe that modern schooling is a spiritually
devastating form of social engineering that is hostile to human values and
democratic ideals." This session will be an exploration of the
"perils of 'scientifically-based' approaches" to curriculum and
pedagogy and a strategic planning session for effective resistance to these
approaches. Diverse voices are needed so that dialogue is coherent with the
wide range of actual problems that exist.
184 The Social Theory of Social Action (TIM) /
Janice Kroeger, Kent State University
This work draws on social theory (Seidman & Alexander,
2001; Learly & Tangney, 2003) and teaching for social justice (Adams, Bell,
and Griffin, 1997) featuring an analysis of affiliations and activity of three
involved parents of primary school children. Three informants were
multi-positioned, having identifications in GLBTQ communities, Hmong refugee
experiences, and European American networks. What is interesting is how each
transcended affiliations, drawing on others to meet social, democratic, and
moral imperatives held on behalf of children.
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Becoming
figures in imagined worlds (TIM) / Kent
den Heyer, Kent State University, & Kris Sloan, Texas A&M
Presenters
explore and illustrate the complexities involved in analyzing teachers'
self-authored actions in an era of intensified accountability and epistemic
reductionism in funded research. Presenters link teacher identity with
agency-on-the-ground (in schools and in light of standardization) and
agency-as-disciplinary interpretation (as taught and interpreted by teachers in
high school history and social studies classrooms).
186 Mapping
Difference in a Disrupted Era: Uncertainty, Social Cartography & Curriculum
Theorizing (PML) / JoVictoria
Nicholson-Goodman, University of Pittsburgh
How
are educators to address the anxiety caused by global disruption and the
misdirection of our nation's energy in an era of uncertainty? Beck's (1992)
'risk society' holds some clues, and I consider these, but I also argue that we
must look to our 'social imaginaries' (Appadurai, 1998) and seek to understand
what 'America' and 'American' have come
to mean to us. I present a visual image, a map of ways of seeing 'nation' and 'citizenship' that emerged following September
11th, 2001, and consider new directions for a reconceptualized curriculum.
236 Social
Justice Through Literacy: Writing the Story of Teachers’ Understandings
(PML) / Jennifer Snow-Gerono & Anne Gregory, Boise State University
Reluctance
to examine the unanticipated effects of school literacy, literacy
practices, and forms of literacy creates a normative rather than transformative
context for learning. This dialogue analyzes language and literacy practices in
social and political contexts and how they perpetuate the stories that have and
are continuing to be told about literacy learning.
Thursday, October 28th
10:00 – 11:30
Room Presentation
(Strand)
112 The
Essential Role of Classroom Teachers in Promoting Academic Success and
Social/Emotional Well Being (TIM) / Robert Burke, Ball State University; Carl E.
Paternite, Miami University; & Dawn Anderson-Butcher, The Ohio State
University
Traditional teacher education curriculum has eschewed
attention to students' social/emotional development. The current mental health
crisis among our children demands a reconceptualized vision of professional
preparation. This session focuses on the critical links between mental health
and school success and the essential role of teachers in promoting not only
academic success but also social/emotional well-being of students.
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De-Mystifying
Suicide’s Secrecy in Schools through Exemplary Leadership (PML) / Teresa Rishel, Kent State University
Since
suicide remains a taboo topic, there is a lack of appropriate and effective
ways of coping with this crisis in schools. The reality for educators is that
every two hours another young adult commits suicide (Centers for Disease
Control, 2000). Exemplary leadership creates the greatest possibility of
addressing suicide since it lies masked within the hidden curriculum and
ostracized from the overt curriculum.
124 The
Nine-Year Integrated Curriculum for Taiwan Schools: An Enactment of a
Curriculum Platform (TIM) / Diane Craig
& Fang-Yi Lin, Kent State University
This study
focuses on the Nine-Year Integrated Curriculum and the correlation between
understanding of subject matter in accordance with the relationship to the self
and society, as interpreted in the Deweyan "democracy and education"
paradigm in light of developing appropriate inquiry capacities. By fulfilling
and reinforcing the ideals of nationalism, democracy, and social well being, it
is the consensus this curriculum will improve the livelihood of the future
generations, ensure an individual’s existence in society, and pursue the
enactment of the economic development of a more democratic morality, and
continue to generate the national status.
180 Preferential
Option for the Poor: Making a Pedagogical Choice (SA) /
James Kirylo,
Southeastern
Louisiana University
This
paper explores the unfolding history of the concept of "preferential
option for the poor," clarifies misconceptions associated with the
concept, and talks about various practical ways the classroom
teacher/administrator can assume the thinking and action of making a
preferential option for the poor.
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How
Can Teachers Help Children in Poverty by Using Critical Pedagogy? (SA) / Ismail Sahin, Iowa State University
This
paper discusses the role of teachers and how powerful they are to make a change
in poor children's lives. It aims to find ways to help and support children in
poverty by using critical pedagogy. Since Paulo Freire has a great influence on
critical pedagogy, this paper also talks about Freire’s (2003)
educational
method.
184 From
StagNation to ImaginNation: Using the Dramatic Arts to Empower
Community (SA/ABER) / Rhonda Gilliam-Smith, Miami University
Drama, one of the
oldest forms of communication and education is still a very powerful medium to
transfer knowledge, share experience and liberate both "actor" and
observer. This presentation is intended to sharpen each participant’s skills in
ushering in creativity that may lead us all from spaces of stagnation to places
of imagination.
186 Curriculum Work in the Public Square: Moral Projects of
Agency and Empowerment (PML) / Jim
Sears, Independent Scholar
Arguably
one major focus of the curriculum field and C & P is the engagement of the
public on curriculum (broadly defined) matters that are both nuanced and
complex, yet accessible and practical. This dialogic session presents, as
examples, two projects: a curriculum handbook series for parents and teachers;
an Internet-based consulting service that links educators in academia into the
corporate and media worlds. These will be used as a springboard for imagining
how these—and, most importantly—other projects can be launched.
LUNCH
11:30 - 1:00
For those with 3-day lunch
tickets, lunch is served each day of the conference in Marcum 154.
Thursday, October 28th
1:00 – 2:30
Room Presentation
(Strand)
186 TOWN HALL. Death By Irrelevance: Dodging the Certainty or
Is it Too Late? (DIR) / Panel:
Susan Edgerton, Massachusetts College of Liberal Arts; William Schubert,
University of Chicago; Kathleen Kesson, Long Island University; Rubén
Gaztambide-Fernández, Harvard University
Using
Schwab's The Practical as a lens, this session will re)examine the various forms
of curriculum inquiry and practice by seeking a common ground that may lead to
a more united field with an identified common public that we all can nurture
and collaboratively work with in creating democratic communities.
Thursday, October 28th
2:45- 4:15
Room Presentation
(Strand)
112 St. Martin de Porres: An Alternative College-Preparatory High School for Poor Children – Building Curriculum and Community (PML) / Marilyn Doerr, Independent Scholar, author of Currere and the Environmental Autobiography: A Phenomenological Approach to the Teaching of Ecology.
August, 2004, a unique college-preparatory high school for poor children began in Cleveland. St Martin de Porres is a work-based school centered on the theme of caring: caring for the community, one's self, the world, and the earth. Once a week each student goes out into the business world and works a job; the student's salary helps pay tuition. The curriculum team has developed an unusual curriculum, one that explores the world of work and of education through the acknowledgement and affirmation of the students' prior and present experiences.
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The
Struggle of Opposing Curriculums: The Consolidation of Two High Schools (PML) / Guy Parmigian, Miami University
This
paper takes a historical perspective in looking at the actions of district
leadership to advance a "scientifically-based’ plan to consolidate two
high school buildings and its negotiation with community resistance rooted in
complex power relations. While the school district has positioned a perfectly
"rational" policy that is both efficient and consistent with the
proliferation of advanced capitalist economic policy, the text seeks to locate resistance
to the consolidation in the attempt of certain classes to appropriate each of
the two locally rooted high school buildings as a "won space."
124 Book
Session: Comments on Editing the Curriculum and Pedagogy Group’s Annual
Conference Proceedings / Louise Allen
(C&P Publications Committee Chair) and Donna Breault, Georgia State
University; Nancy Brooks, Ball State University; Lesley Coia, Agnes Scott
College; Catherine Haerr, Miami University; and Susan Mayer, Harvard
University.
This session is for anyone interested in the yearly
conference proceedings, but particularly for those who are interested in
putting together an editing team for this or future years’ proceedings.
180 Failure or Success: A story from Hogwarts School (PML) /
Jennifer Rhoads, Miami University
The
Harry Potter Series has created a buzz in education. Two students at Hogwarts, Fred and George
Wesley, stand out as trouble-makers who do not pass many standardized tests and
are not considered successful in school.
They drop-out in the middle of their final year and begin their own
business. They become the owners,
operators, and inventors in a highly lucrative joke shop. Did failing in school allow them to be
successful in life?
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Standing a Head Taller: Mindfulness, ZPD, and the
Classroom Teacher (TIM) / Sharon
Solloway, Bloomsburg University
This paper demonstrates the effectiveness of mindfulness practice
as a collaborative Other in Vygotsky’s notion of Zone of Proximal Development.
Examples (pre-service and veteran teachers) demonstrate the value of
mindfulness practice as a catalytic support enabling the practitioner to reach
beyond her/himself in classroom practice of justice, equity, and compassion.
184 Neoliberalism and the Corporatization of Local-level Curriculum Policies (SA) / Kris Sloan, Texas A&M
Through
the ascendancy of neoliberal ideology over the past two decades, market force
rationales are radically altering the languages used in the development and
evaluation of curriculum and pedagogy. In this paper presentation, the author
draws on ethnographic data to describe the ways a corporate entity (Standards
and Poor) distorted district level curriculum policy in one Texas urban school
district.
186 No
More Pencils, No More Books, No More Teacher’s Masterpieces (ABER) / Jeanne Brady, Joseph Cifelli, John Lavin, Encarna
Rodriguez, & Luz Ruiz, Saint Joseph’s University
This is an
interactive, multi-media performance dialogue between the texts of the
Philadelphia ghetto and the members of the academy attending the session. This
session will cast on the wall black and white images of Philadelphia’s Edgar
Alan Poe House (located in the heart of the Latino Community/7th
& Spring Garden Streets) and contemporary photos of the drug corners, flop
houses, and empty factories where kids learn to read and live horrors
predicated by joblessness, high crime rates, hunger and dislocation.
Thursday, October 28th
4:30
– 5:45
Room Presentation
(Strand)
112 The
Promise and Perils of a Democratic Classroom (SA) / Angela Minnici & Deanna Hill, University of
Pittsburgh
Two
teaching fellows use data collected in Spring 2004 to examine how their
pedagogy might come to embody the principles of cultural democracy in a Social
Foundations course as well as the problems they faced as a result.
Selected think pieces serve as the centerpiece for a discussion about what it
means to become a democratic classroom.
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Developing Pedagogies That Disrupt Hegemonic
Performances of Education (SA) / Debra
Freedman & Patricia Bullock, Penn State University
In this paper, authors explore
the ways preservice teachers enrolled in a secondary teacher education course
struggled with their beliefs about sexual identity within the context of their
future teaching practices. Authors wish to engage conference participants in
conversations concerning pedagogies that attempt to disrupt hegemonic
understandings and performances of education.
124 An Ecocentric Viewpoint in School Reform (SA) / Jim Kilbane, Indiana Essential Schools Network, & Linda Holloway, Indiana University
Schools
as communities are no less complex than any natural wooded community. In
ecology we embrace that complexity, yet our approach to change in human
institutions remains simple and unnuanced. The modern worldview, and its basic
egocentrism, may support that simplicity. This session proposes that an
alternate world view, an ecocentric world view, would benefit school reform.
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Being Powerful: Change Through Social Action (SA) / Martha Lash & Janice Kroeger, Kent State
University
We examine social action
projects, modeled from studying community change and agency. Students are
challenged to analyze complex issues in their field placements. They develop
goals, time lines, self-directed inquiry, action, and create an analysis of
results to social networks and stakeholders. Students bring multifaceted
evaluations of this process because they gain skill and understandings to
negotiate powerfully within schools. We discuss advantages and/or limitations
of the project.
180 No Cartesian Left Behind (SA) / Robert Karaba, Miami University
This paper exposes and challenges the epistemological rationale of the No Child Left Behind Act (NCLB). I then critique NCLB as being exclusionary of alternative epistemological world-views. The Act tyrannically, and undemocratically legislates one conception of knowledge and what constitutes a "good" education within a democracy that will inherently have varied goals and definitions of education.
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Race and culture as tools for democratic engagement in
an Educational Psychology course (SA) / Encarna
Rodriguez , St. Joseph’s University
This presentation reveals the profound pedagogical
value of focusing upon race and culture in an undergraduate Educational
Psychology course at a predominantly white institution. Conference participants
will examine how the discourse on race and difference moved students to imagine
democratic classrooms and to apply psychology to culturally relevant teaching
practices.
186 Memory
and Social Language: An Historical Examination of Scientific Curriculum and the
Preservation of Empire (PML) / Ann
G. Winfield, North Carolina State
University-Raleigh
The
form and function, ideology and philosophy of our modern system of education
were largely developed during the height of the eugenics movement. This paper examines the historical roots and
scientific justification of common definitions of race and ability. Collective memory and popular/media/material
culture theory are used to examine eugenic and educational archival data.
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Curriculum and Study (NOT Curriculum and
Pedagogy) (DIR)
/ William F. Pinar,
Louisiana State University
In 1938 the first Department of Curriculum and
Teaching was established, at Teachers College, Columbia University. In this
paper I examine this historic mistake by arguing this conjunction of curriculum
with teaching, rather than with study (McClintock 1971), institutionalized
social engineering in the field. In so doing, the field was setting itself up
for the politics of scapegoating, vividly obvious in No Child Left Behind,
wherein teachers are held responsible for student learning. Despite its very
different politics, the Curriculum and Pedagogy movement’s conjunction of
curriculum with pedagogy reiterates this historic mistake. I suggest correcting
this mistake by renaming the movement Curriculum and Study.
236 When Democratic Curriculum Theory Meets Technocratic Practice: The Dilemma of Creating Authentic Teacher Education Curriculum within the Structures of NCATE (TIM) / Wendy Walter-Bailey, Franklin College
Some
teacher educators have fallen into the trap of interpreting NCATE mandates as a
movement to de-intellectualize teacher education. This paper explores the ways
in which teacher education at one small liberal arts college has fallen into
the trap of teaching methods over theory, and expecting students to follow
procedures rather than encouraging them to be thoughtful about their practice.
The paper also delves into the ways in which this teacher education program is
undergoing major reform to bring back a more liberal approach to educational
studies.
5:45 – 7:30
Dinner (on your own)
Nominations for Governance
Council members are due at the registration table by 5:45
Thursday, October 28th
7:30
Room Presentation
(Strand)
186 Journal
of Curriculum and Pedagogy Editorial Town Meeting: Collective Meaning
Making & Understanding of "Curriculum & Pedagogy” (PML)
JCP
Editors: James Henderson, Kent State; Patrick
Slattery, Texas A&M. JCP Assistant
Editors: Esther G. Buckley, Texas A&M; Debra DeBenedictis, Kent State; Eunsook Hyun, Kent State; Karen Krasny, York University; Sheri Leafgren, Kent State; GeorgeAnne R. Reuthinger, Texas
A&M; Kris Sloan, Texas A&M; Amy Smith, Assistant Professor, Kent State; Stephanie Springgay. JCP contributor: Andrew
Gilbert, Kent State.
This stand-alone town meeting
is for all the conference participants to engage in an open dialogue toward a
collective understanding of "Curriculum and Pedagogy" facilitated by
the JCP entire editorial staff and one of authors (or more) in JCP Vol.1 (1).
It will be an opportunity for the JCP editorial staff and future contributors
to clarify the journal’s collective mission.
Thursday, October 28th
9:00
Proposals to edit the Fifth Annual C&P
Conference Proceedings are due at the registration table immediately following
the JCP Town Meeting.
Ballots for the election of new Council members
will also be available at this time. These are due back by 10:30 a.m.Friday.
Friday, October 29th
8:00
– 9:15
Room Presentation
(Strand)
112 Sisters of the Flying Fountain Pen: Discovering Young Women's Voices Through Writing (TIM) / Michelle Henderson, Indiana University
The Sisters of the Flying Fountain Pen was formed to provide opportunities for young women to discover their voices and share them with others through writing. We've found that sharing a democratic writing practice over the past year has led to a process of personal/interpersonal growth and understanding.-------------------------------------------------------------------------------------------------
The Impact of Critical Approaches on the Curriculum of a
Pre-service Teacher Education Course for High School Students (TIM) / Amanda
Luke, Joe Wegwert, Catherine Haerr, Michelle Wagner, Jenny
Bird, Shirley McLoughlin, & Tom Poetter, Miami University, with
Rachel Trent, Mary Rucker, Elise Rutterman, Talawanda High School Seniors.
This session explores the experiences surrounding the
planning and delivery of a course for high school students interested in
teacher education, a year-long teacher academy that met for two periods a day
at the high school and for which students received college credit for their
work in the course during the spring semester of 2004. The presenters take a
critically-oriented perspective on teacher education, curriculum work, and
evaluation and trace several persona/institutional layers of understanding and
meaning through the lenses of their experiences as teachers and researchers in
this school site.
124 One Text, a Thousand Texts: Seeing Through The Dreamers to Discuss Curriculum and
Growth (ABER) / Niki Christodoulou ,
University of Illinois at Chicago
This session
will explore the way artistic texts can inspire educators to theorize in
practicing curriculum. Through aesthetics I explore the significance of
using artistic texts for the education of the person and
especially for teacher education. Using the movie The Dreamers, I explain the relevance I see with this topic and refer
to the future of curriculum and alternative ways of conducting research.
180 Punk
Performances: Constructing Alternative Identities at Liberty High School (SA) /
Rebecca Skulnick, Ursinus College
Based
on a one-year ethnographic study in a school that focuses its curricula, both
explicit and implicit, on deconstructing cultural ideologies, this paper will
focus on the following question: what (performative) spaces do students utilize
in their effort to distinguish their self-proclaimed “original” and “punk”
identities from the images of adolescent identity perpetuated in popular (and
folk) culture? In addition, this presentation will sustain a discussion not
only about how researchers might question scientific based reasoning but how
schools might create alternate-based reasoning structures for adolescents.
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Democracy,
Popular Culture and the Public Sphere: Towards a Curriculum of Cultural
Citizenship (PML) / Nadine Dolby, Purdue
University
In
this paper, I analyze the decline in the public sphere-the space which has
traditionally fostered the democratic practices of citizenship. Drawing on the
idea of "cultural citizenship" I suggest that the curriculum field
look to non-traditional sites-including popular culture-to resuscitate the
public sphere and youth's involvement in democracy.
184 The
Work of Education (SA) / Dennis Carlson,
Miami University
Both
mainstream reformers, and democratic progressives and critical theorists,
generally have understood education as a kind of work, borrowing upon
metaphors, structures, and themes from various traditions of work
culture. My primary argument is that democratic forms of education are a
kind of work, but not a kind of work that finds ready analogies in the economic
realm. Here I want to develop and explore the relevance of Hannah Arendt's
classic distinction in The Human Condition (1958) between three types of human
activity or work.
186
A
Workshop Exploring the Function and Form of African-American Curriculum
Orientations Part 1 (TIM) / Dr.
Francis S. Broadway, University of Akron; Sheri Leafgren, Kent State
University/ Stewart Africentric School; Ayubu Mahdi, Stewart Council of Elders;
Ayubu Mahdi, Baba
Kwabena Johnson, & Emma Jean Calhoun, Stewart Council of Elders; Rita
Rogers, Teacher, Stewart Africentric School; Arthur & Edna Torrey and
Jumanne and Maalika Mwuesi, Stewart Council of Elders
This
workshop draws upon the varied experiences of an administrator, two teachers, a
university professor and a community group (the Council of Elders) as they
enact personal and professional visions of Africentism in their public
African-centered elementary school. The panel will illustrate
interactively through personal narrative
and cultural practices the relationship of race and culture to curriculum and
seek to foster a dialogue to disrupt preconceived notions of what African-
centered curriculum and pedagogy signify in the pursuit of more equitable and
democratic spaces within all curriculum communities. We focus specifically on
how these individuals work with and define the concept and practice of
African-centeredness in small (school) and large (national) venues of cultural
and social activism.
236 Opening
Literacy Boundaries: More than Words (TIM) / David Bruce, Laurel Chehayl, Anna Ragghanti-Crow, Kent State University
In our print-based, standards-tethered literacy classrooms,
how are we to consider "text" ? This panel seeks to link a
curricular understanding of broadly reading and writing texts (particularly
through visual and media literacies) that may inform the lived experience of classroom
teachers ' lives.
Friday, October 29th
9:30
– 10:30
Room Presentation
(Strand)
112 Creating
Curriculum Leaders: Seeking a More Inclusive Vision that Crosses the Boundary
Between the Class room and the
Administrator’s Office (PML) / Louise
Allen, Georgia State University; Donna Breault, Georgia State University; Cathy
Hammond, Charlotte-Mecklenberg Schools; James Henderson, Kent State; Patrick
Slattery, Texas A&M.
This
session responds to the conference theme by fostering democratic and dialogic
pedagogy through interaction between the panel and the audience as they attempt
to create a more inclusive vision of curriculum leadership that involves both
administrators and teachers who can challenge the positivistic notions of
"scientifically-based" approaches, while employing various forms of
inquiry and practice into curriculum issues.
124 A
Struggle To Leave No Child Behind: Urban School Teacher's Moral Leadership
within the Context of Serial Reform Implementation (PML) / Jacob Easley, Mercy College
This paper results from a case study that took place
in an inner city, urban elementary public school that has and continues to
undergo various reforms. It explores the
tensions between the moral leadership of a particular group of teachers and the
theories-of-action that have shaped serial reform implementation at this site.
These teachers use moral intelligence to interpret the demands of top-down
policies in relation to the ways in which such policies affect the diverse
learning needs of their students. As such, their moral and ethical practices
are not always congruent with the policy regulations.
180 Deliberating
Differently for Social Justice: A Transparent Public Democratic Project (SA) / Anne Slonaker, Penn State-Altoona; Jennifer L.
Snow-Gerono, Boise State University; Brad Slonaker, Penn State-Altoona; Patti
Bullock & Genevieve Duque, Penn State
Toward critical democratic deliberation and
transformation, presenters share our efforts to make public our democratic
work. Participants are invited to share their curricular efforts against
"scientism," as well as participate in a network of curriculum
workers making transparent our public democratic project linking our diverse
social justice projects.
184 Accountability
of a Different Kind: Holding Ourselves to a Critical Ethic (PML) / Cynthia Hartzler-Miller, Towson University; Lynn
Brice, Western Michigan University; Morna Mcdermott, Towson University
Representative
stories from three teacher educators' collaborative life history study will be
reenacted with audience participation, in order to examine salient features of
a critical, democratic, and justice-oriented teacher education ethic and
explore tensions teacher educators face in living out a critical ethic within
professional contexts that attempt to prescribe outcomes and demand measurable
progress.
186
A
Workshop Exploring the Function and Form of African-American Curriculum
Orientations Part 2 (TIM)
Friday, October 29th
10:45
– 12:00
Room Presentation
(Strand)
112 The
"Chiandeh" African Children's Reader Research Project (TIM) / Joseph
Tomoonh-Garlodeyh Gbaba, Sr., St. Joseph's University
This
session will give conference delegates the opportunity to revisit the concept
of an inclusive curriculum and pedagogy in the American school system, from
K-college; the imbalance that now exists in the curriculum and the biased and
prejudiced presentation of cultural, historical, racial, social, moral, and
ethical issues in the classrooms across the United States, with the hope of recreating a
balanced curriculum and pedagogy that promotes the diversity and
multiculturalism of its constituents.
124 Of Poets and Power Brokers: What is Possible in an Epistemological Thaw of the Reconceptualization? (DIR) / Nancy J. Brooks, Ball State University
This
session asks us to consider 1) what the “epistemological thaw” of the
reconceptualization has and has not accomplished in the academy and 2) what the
perils and possibilities of such a thaw might be in the K-12 environment.
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What
If There Was a Revolution and Nobody Came? (PML) / Walter Gershon, University of California-Riverside,
& David McCabe, Principal-William Howard Taft Elementary School, Riverside,
California
For
the past twenty years federal policies to create more efficient schools have
been at the forefront of American educational reform. This movement
exists in spite of copious research running contrary to decades-long curricular
theory and practice, raising the question: What if there was revolution in
education and nobody came?
180 Duckies
on the Bourgeois Pond: A Critical Look at the Charter Schools Movement (TIM) / Debra Yates, Albertson
College of Idaho & Boise State University, with Sarah Braun, Christine
Cabrerra & Angela Harris, Albertson College
A professor from a small liberal arts college in a
rural, Rocky Mountain region, uses critical pedagogy in preparing pre-service
teachers to look critically at the school choice movement. By setting the stage
for student-led, participatory lessons, followed by self-reflection and
debriefing, students take ownership of their learning and question the validity
of choice in curriculum and school reform efforts.
184 Working
Against Nationalized Educational Practices through Literacy and Math Education:
A Local Partnership of Possibility (TIM) / Brad
& Anne Slonaker, Penn State-Altoona
As newly hired teacher educators in a brand
new elementary education program, Anne and Brad are in the process of
initiating a partnership with our local school district in which the domination
of direct instruction in language and mathematics is a shared concern. We are taking up a Project of Possibility in
the hope of working locally to impede the nationalized policy that is
exacerbating this problem. In this presentation, we will share the progress of
this project and invite others to provide their own struggles and inspirations
from their own local democratic educational work.
186 Teacher as Mad Scientist: Metaphors of Transformation Using Action Research in the Classroom (ABER) / Melissa Calisse, Suzanne Clark, Phyllis Bontrager, & Lisa Fletcher, Owings Mills Elementary School; Morna McDermott, Towson University
What happens when a group of K-12 teachers transform themselves into alchemists, princesses, construction workers, illusionists, and self-reflective narrators? Based on an Action Research graduate course taken by these teachers, they perform their research journeys using various metaphors, and defining themselves as "mad scientists" to reflect acts of teacher resistance to scientifically-based research that dominates the current K-12 curricula.
236 Does
Teacher Education have an Impact on Prospective Teachers’ Caring? Challenges and
Suggestions (SA) / Yi-Ping Huang, Indiana
University
How do teacher education programs impact prospective
teachers' conceptions of caring? What can teacher educators do to promote
prospective teachers' caring? Drawing on the review of relevant literature, the
presenter will provide some suggestions for future research and pedagogy.
LUNCH
12:00 – 1:15
For those with 3-day lunch
tickets, lunch is served each day of the conference in Marcum 154.
Friday, October 29th
1:15
– 2:30
Room Presentation
(Strand)
112 The
Culture of “home” in a School (TIM) /
Kevin M. Lydy, Director of Education, Southern Hills Academy, Chillicothe, Ohio,
with Sarah Folzenlogen & Janet Herrnstein, faculty, and students Amanda Folzenlogen
and Seth Otten, sixth grade; Brady
Ratcliffe & Carlie Otten, seventh grade; and Tim Corcoran, Caitlin
Henderson, Terra Mauer, & Danae
Richmond, eighth grade
The idea
of Southern Hills Academy began in January, 2000, with nine families meeting to discuss their children's
educational needs. They shared a common vision of a school with an exciting,
challenging, and creative curriculum that considers the whole child and unlocks
his/her potential. In effect, the idea was to create a small, caring community
that resembled the culture of "home" more than the traditional
culture of "school." It would incorporate students’ interests into
the curriculum while fostering values such as responsibility, leadership,
cooperation, respect, confidence, and independence. The culmination of these
ideas and efforts is a school that adapts to students’ needs and interests
while holding true to the mission of providing an extraordinary educational
environment.
124 A Plea for Persons (ABER) / Lesley Coia, Agnes Scott University
Using
an autoethnographic approach, this presentation uses the personal to argue for
the importance of the concept of person in education. While the concept of
person has fallen on hard times given its modernist associations and alignment
with "scientifically-based approaches," it will be shown that it has
much to add to a radical democratic agenda.
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Education
for Students: Refiguring the 'Self' in Postmodernity (SA) / Chad Becker, Indiana University
Within
the broad subject area of education, academics have addressed postmodern theory
in different ways. Yet, what seems to be lacking is any attempt to think about
how students struggle with the postmodern condition. What I am
proposing is a redefinition of the postmodern condition in an attempt to
wrest it from the subordinate position modernity has created for it,
particularly within educational literature. The postmodern condition
exists. Students struggle to make meaning within it, and students can
positively construct selves within it.
180 Keeping
a Vision Throughout a Revision: The Role of the Individual in Curricular Reform
(TIM) / Jeff Wanko, Miami University,
& Amanda Klee, Talawanda Middle School
In our paper, we examine the revision process of an
exemplary reform middle school mathematics curriculum where primary emphasis is
placed on feedback from the classroom teacher We also look at the interplay of
solo, group, and cooperative deliberations that are inherent in this process.
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Manipulative
Use in the Espousal of Theory: How Practice Informs Research (TIM) / Brad Slonaker, Penn State-Altoona
Research
often points to the influence that theory has on practice, but rarely does
research speak to ways in which practice influences theory. Inspired by
practices common to the teaching of elementary mathematics, the use of a
manipulative, an engaging and dynamic tool is used to facilitate the espousal
of participants' theories regarding the maintenance of democratic
classrooms.
184 The Underground: Epistemological Constructions of Teacher
Identity and Teacher Knowledge (TIM) /
Megan Birch, Michigan State University
How do teachers
know? How does who we are matter in terms of what we know? How does what we
know matter in terms of who we are? Considering three interpretive
perspectives, with different epistemological assumptions and ideas about
knowledge and knowing, this paper analyzes one teacher’s memoirs and narratives.
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Self
as Teacher: Faculty Development as Human
Development (PML) / Deborah Natoli, St.
Margaret’s Episcopal School, San Juan Capistrano, California.
Phenomenological
inquiry sought to understand what it means to be a teacher through collection
of
teacher life stories and subjective realities. Theory evolved from biography
and supports a focus
on teacher selfhood as a fundamental component of faculty development. A
Model for In-depth
Teacher Development, piloted successfully with university instructors and K-12
educators, moves
theory to practice and suggests a new paradigm by which to consider issues of
administration and
teacher leadership.
186 The
Language of Ethics and Imagination in Educational Leadership (PML) / Jeanne Brady, St. Joseph’s University; Audrey Dentith,
University of Wisconsin-Madison; Ray Horn, St. Joseph’s University; Michael
O'Malley, St. Joseph’s University
This
session seeks to open up a conversation between the two fields: educational
administration and curriculum studies in order that both might benefit and be
extended by the discussion. The on-going struggle within the field between
those who identify themselves as postmodernists, feminists or critical
pragmatists and those who remain entrenched within dialogue about curricular
problems and curriculum alignment might illuminate and inform similar struggles
that are clearly emerging in educational administration. As educational
administrators, we might all gain much by learning and listening to the
language of critique and imagination posed by those in curriculum studies
(English, 2004).
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Struggling
to find a way: The role/plight of the curriculum specialist doing work with
public schools (TIM) / Tom Poetter, Miami
University
Philip Jackson wrote a widely read chapter in the Handbook
of Research on Curriculum (1992) on the state of the curriculum specialist.
Joseph Schwab (1969) wrote eloquently on the role of the curriculum specialist
in school-based curriculum work at the genesis of the reconceptualization of
the curriculum field. In this case study, I use their theoretical frames for
describing and interpreting my three-year tenure with one school system serving
as a curriculum specialist.
Friday, October 29th
2:45
– 4:00
Room Presentation
(Strand)
112 Problematizing
Antiseptic Schooled Spaces: A Poetic Performative Inquiry (ABER) / Jim Sanders, The Ohio State University, & Celeste
Snowber, Simon Fraser University
This multimedia performance questions rituals of
academic speech and the schooled spaces which discipline curriculum and
pedagogy. Deconstructing scientific spatial categorization, this moving ritual
of reflection will be enacted within and outside conference center venues,
alternately exploring embodied environmental attentiveness, reflexivity and
orality through poetry and autobiographical narratives.
124 Seeing the Terms of Inquiry (TIM) / Margaret Latta, University of Nebraska –Lincoln
Neglected
in the research literature are the conditions that enable inquiry practices in
teachers and support the potential in learners and learning. As science
educators in particular answer the call for science instruction within an
inquiry framework, studies that examine the nature of inquiry and the role of
formative assessments in discerning and authorizing inquiry within teaching and
learning are timely. This paper relays the findings of a small scale study
placing inquiry as a philosophical/theoretical/practical process to be worked
with, and concomitantly, working as dynamic practice, at the core of the
thinking and
experiences of six middle school science teachers over one curricular unit of
study.
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The
elusive nature of difference: Working the tensions of school science and
multiculturalism (TIM) / Will Letts, Charles Sturt University
This
paper reports on results from an 18-month action research project with five
elementary school teacher leaders about their understandings of how issues of
multiculturalism relate to school science. Framed by the "science for
all" catchcry that dominates current reform efforts in science education
globally, this paper considers these problematics, advocating for the utility
of investigating and reflecting upon such tensions in teacher professional
development rather than trying to eliminate them.
180 “It’s
Research-Based”: A Truth Claim or a Rhetorical Device for Influencing Teachers’
Practice? (TIM) / Noreen Garman &
JoVictoria Nicholson-Goodman, University of Pittsburgh
This
study is exploring the rhetorical tendencies and consequences of the use of
research-based as a truth claim or as a rhetorical device
by administrators and teachers. Does its use serve to control teachers’
practice? The No Child Left Behind mandates have heightened the possibilities
of the misuse of research. We are finding that educators run the risk of facing
teacher cynicism related to the claims of researchers, especially if
administrators use "research-based" as a rhetorical short cut to
persuade teachers and at the same time know little about the research they
espouse.
186 A Leadership Program That Can Change Your Life (PML)
/ Susan H Edgerton, Massachusetts College of Liberal
Arts; Ellen Barber, Massachusetts College of Liberal Arts; Lynn Bryce, Western
Michigan University; Christine DeGregorio, Berkshire Community College; Mary
Ann Doyle, Loyola University; Francyne Huckaby, Texas Christian University;
Nancy Mansberger, Western Michigan University; Dana Rapp, Massachusetts College of
Liberal Arts; Patrick Slattery, Texas A&M; Carl Walley, Ashland University
A
remarkable arts and social justice based leadership program has grown in the
Berkshires over the past nine years through word of mouth. The program is quite
possibly revolutionary. It is our desire to bring discussions of what we do to
the table in an informal panel presentation with much time for Q & A.
236 "Education
of, by, and for experience": Restructuring English Language Teaching
Graduate Programs in Taiwan (TIM) / Yi-Ping
Huang, Indiana University
What
can we learn from the curriculum deigns in Taiwan, or vice versa? This paper
addresses the necessity of field experience in the English Language Teaching
graduate programs in Taiwan. The presenter suggests four reasons for, and two
ways of, incorporating field experience into curriculum designs.
Friday, October 29th
4:15 – 6:15
Room Presentation
(Strand)
186 PANEL: Exploring the Legacy of Freedom Summer (PML) / Moderator: Tom Poetter, Miami University
This panel discussion presents the historical and educational s