(DE)LIBERATING
CURRICULUM AND PEDAGOGY: EXPLORING THE PROMISE AND PERILS OF
"SCIENFICALLY-BASED" APPROACHES.
Edited by: Walter Gershon, Thomas
Kelly, Kathleen Kesson, & Wendy Walter-Bailey
TABLE OF CONTENTS
Acknowledgement
Wendy Walter-Bailey, Franklin College
Susan Huddleston-Edgerton, Massachusetts College of Liberal Arts
Introduction: Walter Gershon, University of California, Riverside, Thomas Kelly, John Carroll University, Kathleen Kesson, Long Island University, Brooklyn Campus, & Wendy Walter-Bailey, Franklin College.
Chapter 1
Sankofa: Elders' Moments. Sheri Leafgren, Kent State University & Francis Broadway, University of Akron with Emma Jean Calhoun, Kwabena Fred Johnson, Jumanne Mweusi, and Abuyu Madhi.
Chapter 2
Across the Divide: Perspectives of Experienced African American Teachers on Desegregation, Curriculum and Pedagogy. Kristen M. Larsen, III, Duval County (Florida) Public Schools & Elinor A. Scheirer, University of North Florida
Chapter 3
Approaching School Reform with an Ecocentric Perspective. Jim Kilbane, Indiana Essential Schools Network & Linda Holloway, Indiana University.
Chapter 4
The Role of the Curriculum Specialist in a Public School District's Curriculum Project. Thomas S. Poetter, Miami University
Chapter 5
[Re]enacting our Lives: Toward a Critical Ethic in Teacher Education. Morna McDermott-NcNulty, Towson University, Lynn Brice, Western Michigan, Cynthia Hartzler-Miller, Towson University
Chapter 6
Synonyms: Fiction & Knowing. Carl Leggo, University of British Columbia
Chapter 7
Curriculum Lessons from The Dreamers. Nikoletta Christodoulou, University of Illinois-Chicago.
Chapter 8
Deconstructing Racism One Statue at a Time: Visual Culture Wars at Texas A&M University and the University of Texas at Austin. Patrick Slattery, Texas A&M University.
Chapter 9
"It's Research-Based:" Truth Claim or Rhetorical Device for Influencing Teachers' Practice? Noreen B. Garman & Jo Victoria Nicholson-Goodman, University of Pittsburgh
Chapter 10
Political Advocacy vs. Academy Authority: Defining Educational Inquiry and Defending Public Education. Elizabeth E. Heilman, Michigan State University & Paul Shaker, Simon Fraser University
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