LOUISE ANDERSON ALLEN-


Louise Anderson Allen (Chair-Elect) is an Associate Professor of Educational Leadership at South Carolina State University. A former classroom teacher, school and central staff administrator in the public schools of Charleston, SC, Dr. Allen was awarded the first postdoctoral fellowship given by the Avery African-American Research Center at the College of Charleston. Her most recent publications appear in the Journal of Curriculum and Pedagogy, Journal of Personnel Evaluation in Education, Journal of Cases in Educational Leadership, The SAGE Handbook of Encyclopedia of Educational Leadership and Administration: Advances in Theory, Research, and Practice,  Journal of the Gilded Age and Progressive Era and in the International Journal of Urban Educational Leadership. She is also a co-author of the 2nd edition of Turning Points in Curriculum: A Contemporary American Memoir from Prentice-Hall.

She was a member of the organizing committee for the Curriculum and Pedagogy Group, and served as the governing Council’s first treasurer and was recently re-elected to a new 3 year term, 2007-2010. She holds memberships in the American Educational Research Association (Divisions A—Administration, B—Curriculum Studies; and F—History and Historiography); American Association of University Women; American Association for the Advancement of Curriculum Studies, where she serves as Chair of the Conferences Committee; Association for Supervision and Curriculum Development; Society for the Professors of Education; Southern Association of Women Historians; and the Professors of Curriculum. She served as the group's Factotum for 2005-06 and was elected to a three-year term as the group's first treasurer in April 2006. email.

B. STEPHEN CARPENTER, II


B. Stephen Carpenter, II, Associate Professor of Art Education and Visual Culture in the Department of Teaching, Learning and Culture at Texas A&M University, teaches courses in creativity and inquiry in early childhood education, curriculum development, curriculum theory and visual culture pedagogy and has authored articles and book chapters on art education and visual culture, hypertext curriculum theory and design, cultural studies through visual inquiry, and ceramics criticism. His writing has appeared in Art & Antiques, Art Education, Ceramics: Art and Perception, Educational Leadership, The Journal of Cultural Research in Art Education, The Journal of Curriculum and Pedagogy, The Journal of Educational Multimedia and Hypermedia, Studies in Art Education, Studio Potter and Terracotta.

Carpenter is co-author of Interdisciplinary Approaches to Teaching Art in High School, (with Pamela G. Taylor, Christine Ballengee-Morris, and Billie Sessions) and co-editor of Curriculum for a Progressive, Provocative, Poetic, and Public Pedagogy (with Jennifer Milam, Stephanie Springgay and Kris Sloan). His ceramics, mixed-media assemblages and installations, and performance artworks address social justice issues and critique historical, cultural, and political constructs. email

AUDREY DENTITH -


Audrey Dentith is an Associate Professor in the Department of Administrative Leadership and a faculty in the Women’s Studies program at the University of Wisconsin Milwaukee. She began her career as a special education teacher and has more than 15 years experience as an educational practitioner. During this time, she also served as a Head Start administrator and regional Head Start consultant, and as the director of a large private early childhood center. She received her doctorate in Curriculum & Supervision from Penn State University in 1998 and her Masters Degree is social psychology from Temple U in 1994. Currently, she teaches courses in critical qualitative field research, curriculum theory and design, teacher leadership and women’s leadership in education. Her research is centrally concerned with diverse feminisms, women’s narrative histories and the intersection of these with women’s experiences as students, teachers and school leaders. She has more than 30 published articles, chapters and curriculums related to these interests and is currently at work on a book on feminist pedagogies in the community and women’s leadership. email

ALEXANDRA FIDYK -


Alexandra Fidyk is an assistant professor in the Educational Foundations & Inquiry Department at National-Louis University and a candidate in the Psychotherapy Training Program at the C. G. Jung Institute of Chicago. Her current research addresses political and cultural complexes and calls for the inclusion of archetypal reflectivity in teacher education programs. Her work continues to address silence, eros, ethics and the borderland spaces of our teaching and living practices and has appeared in Educational Theory, Journal of Curriculum & Pedagogy, Educational Insights, and has been presented at various conferences. email

RUBEN GAZTAMBIDE-FERNANDEZ-


Rubén A. Gaztambide-Fernández is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. He teaches courses in curriculum theory, the arts in education, and popular culture. His articles have been published in education journals like the Harvard Educational Review, The Review of Education, Pedagogy, and Cultural Studies, and the Journal of Curriculum and Pedagogy. He is co-editor of the collections Cultural Studies and Education: Perspective on Theory, Methodology, and Practice (Harvard Educational Review) and Curriculum Work as a Public Moral Enterprise (Rowman and Littlefield). His forthcoming book, Lives of Distinction (Harvard University Press), is based on two years of ethnographic research at an elite boarding school in the United States. His current research focuses on the experiences of young artists attending urban arts high schools and the role of community arts centers in social transformation. He lives in Toronto with his wife, Bonnie, and their two children, Mercedes Irene and Alejandro Tomás. Since moving to Canada, he has discovered the joys (and pains) of ice skating. email

WALTER GERSHON-


Walter S. Gershon is an Assistant Professor in the Teaching, Leadership, and Curriculum Studies Department at Kent State University in Kent, Ohio where he teaches courses on curriculum, teaching, and research methodology to preservice teachers and graduate students. His scholarly interests include questions about the relationship between curriculum and students, the ways that sociocultural precepts inform educational contexts such as classrooms, and the exploration of qualitative research methodologies. Prior to his time in higher education, Walter taught students of all ages in urban settings in North America and overseas. email

CATHERINE HAERR-


Catherine Haerr is a 6th grade teacher in Ohio. She has taught in schools in both Ohio and Alaska for fifteen years. She is a National Board Certified teacher - Middle Childhood Generalist and is currently a Ph.D. student in Curriculum at Miami University in their Educational Leadership program.
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CHRIS HIGGINS -


Chris Higgins is a Ph.D student attending the Centre for Cross Faculty Inquiry at the University of British Columbia, in Vancouver Canada. Chris’s research interests include poststructural and feminist approaches to qualitative research, creative writing as research, intersections of theory and practice and adult education. Chris has participated in the conference since its establishment and is published in the 2000 and 2002 proceedings volumes. She also served as a member of the 2001 proceedings editing team, and will be chairing the Creative Writing Strand at the fourth annual C & P conference in Oxford, Ohio. email

MICHAEL O' MALLEY -


Michael Patrick O'Malley received his doctoral degree in Educational Leadership with a focus on curriculum theory from Saint Joseph's University in Philadelphia, PA and currently serves as Assistant Professor of Curriculum Studies at the University of Central Florida. His educational background includes experience as a high school principal, assistant principal, and teacher. His research interests involve intersections of curriculum studies and educational leadership, educational equity, and qualitative research methodologies. Recent publications are in the Journal of Curriculum Studies, Educational Studies, and the Journal of Curriculum and Pedagogy. An example of Michael's research activities is a study, with Donyell Roseboro and John Hunt, of the 1994 to 2004 state financial oversight of the East St. Louis, Illinois School District. Honors include membership in Professors of Curriculum and the Nicholas Rashford Outstanding Dissertation award. He also serves as a visiting scholar at the Leadership Academy of the Massachusetts College of Liberal Arts and as a visiting scholar in the Educational Leadership program at Universidad Alberto Hurtado in Santiago de Chile. email

JAMES HAYWOOD ROLLING, JR. -


James Haywood Rolling, Jr. is a Dual Associate Professor in Art Education and Teaching and Leadership at Syracuse University.  Dr. Rolling earned his Ed.D. and Ed.M. in art education at Teachers College, Columbia University.  In his earlier education, Dr. Rolling completed his M.F.A. in studio arts research at Syracuse University as a Graduate Fellow in the African American Studies Department, and earned his B.F.A. in visual arts with a minor in creative writing at The Cooper Union School of Art.  As a doctoral student, Dr. Rolling also served as the Director of Academic Administration in the Department of Curriculum and Teaching at Teachers College from 1999 to 2003.  After completing his doctoral studies, Dr. Rolling served as a visual arts teacher and curriculum designer for grades K, 2, 3, and 4 at The School at Columbia University, a new elementary school that opened espousing a fully integrated curriculum; he was also an adjunct faculty member at New York University and Teachers College at this time.  In 2005, Dr. Rolling became an Assistant Professor of Art Education at the Pennsylvania State University.  In 2006, Dr. Rolling was awarded the Narrative and Research Special Interest Group (SIG) Outstanding Dissertation Award from the American Education Research Association (AERA) for his doctoral dissertation, Un-Naming the Story: The Poststructuralist Repositioning of African-American Identity in Western Visual Culture.  He was also the recipient of the 2006 Roy C. Buck Award from Penn State's College of Arts and Architecture for the best refereed article in a scholarly journal.  Dr. Rolling has published articles, essays, and book reviews in peer-reviewed journals such as Qualitative Inquiry, Studies in Art Education, the Journal of Aesthetic Education, the Journal of Curriculum Studies, and the Journal of Curriculum & Pedagogy; serves on the review panel of Art Education, the journal of the National Art Education Association; and is an associate editor of the upcoming SAGE Encyclopedia of Identity.  A founding member of the International Congress of Qualitative Inquiry, Dr. Rolling’s research interests include: arts-based research; the studio arts as research practice; visual culture and identity politics; curriculum theory; autoethnography; social justice; and narrative inquiry in qualitative research. email

KRIS SLOAN -

Kris Sloan is an assistant professor in the School of Education at St. Edward's University in Austin, Texas where he teaches curriculum and methodology class at both the undergraduate and graduate levels. He has authored a series of articles and book chapters about the effects of current accountability policies on teachers, children, and curriculum and instruction. He is also the author of the recently released Holding Schools Accountable: A Handbook for Educators and Parents (Greenwood Publishing Group, 2006).

Kris co-editted the first Curriculum and Pedagogy Conference proceedings in 2001, Democratic Curriculum Theory and Practice: Retrieving Public Spaces (with James T. Sears) and the conference's most recent proceedings, Curriculum for a Progressive, Provocative, Poetic, and Public Pedagogy (with Jennifer Milam, Stephanie Springgay and B. Stephen Carpenter, III). email

ANNE SLONAKER -

Anne Slonaker is an assistant professor of elementary literacy education at Castleton State College in Vermont. She is helping to build a new four year urban education elementary teacher education program. Her research interests are in critical autoethnographies and urban elementary education. email

JENNIFER SNOW-GERANO -


Jennifer Snow-Gerono is an Assistant Professor in the Department of Curriculum, Instruction, and Foundational Studies at Boise State University. She teaches graduate foundations of education courses as well as curriculum and teacher education seminars. She also teaches in the elementary education program and serves as a liaison to an elementary school involved in a Professional Development School partnership with the University. Jennifer completed her doctorate in Curriculum and Supervision at Penn State University in 2003. She has published more than 20 articles and book chapters on teacher education and curriculum studies in outlets such as Teaching and Teacher Education, Teacher Education Quarterly, Journal of Curriculum Theorizing, Interchange, and the ATE Teacher Education Yearbook XV: International Perspectives on Accountability Systems and Their Impact on Students, Society and Teacher Preparation. Her research and teaching focus on teacher inquiry and school-university partnerships in a public democracy. email

STEPHANIE SPRINGGAY -


Stephanie Springgay is an Assistant Professor of Art Education and Women’s Studies at Penn State University. Her research and artistic explorations focus on issues of relationality and an ethics of embodiment. In addition, as a multidisciplinary artist working with installation and video-based art, she investigates the relationship between artistic practices and methodologies of educational research through a/r/tography. She is the co-editor of Curriculum and the Cultural Body, Peter Lang (2007)with Debra Freedman and author of Body Knowledge and Curriculum: Pedagogies of touch in youth and visual culture, Peter Lang (forthcoming). email

Jason J. Wallin 'is' a doctoral student and graphic artist studying in the Department of Secondary Education at the University of Alberta, where he teaches courses in visual studies, media theory, and art education. Jason's academic work attempts to create new ways of thinking pedagogy, youth culture and ethics in a post humann(post-Oedipal, post-structural, post-phenomenological) age. In this vein, Jason's curriculum theorizing strikes a friendship with both thephilosophy and 'bastard' philosophical lineage mobilized by Gilles Deleuze. Jason's most current work 'appears' in Educational Insights, Journal of the Canadian Association for Curriculum Studies, The International Journal of Education and the Arts, The Journal of Social Theory in Art Education, The Alberta Journal of Educational Research, Journal of Curriculum Theorizing and the upcoming Cultural Studies, Education, and Youth (Lexington Books). He is also a co-editor of the upcoming 2008 Curriculum and Pedagogy book.