Fostering Inviting, Critical, Reflective Spaces for the Development of Critical Communities of curriculum and pedagogy scholars
Fostering Inviting, Critical, Reflective Spaces for the Development of Critical Communities of curriculum and pedagogy scholars
We seek to create a space in which to advance the ideals of progressive curriculum and democratic leadership in curriculum and instruction through dialogue and action.
Dr. Kara Taylor and editorial team are pleased to announce a call for abstracts for our upcoming publication with the Curriculum and Pedagogy Group, Redefining Resistance: Narratives of Marginalized Teachers, Students, and Communities. This book seeks to explore stories, experiences, and critical insights surrounding the theme of resistance within marginalized educational spaces and communities.
We welcome creative and research-based submissions from educators, scholars, activists, and community members whose work aligns with this focus. Abstracts should be no longer than 350 words and submitted by Monday, January 27th.
For more information, including submission guidelines and key dates, please refer to this Google Doc (linked here). You can also use the QR code to the right to access the submission portal directly.
We look forward to amplifying these vital voices and perspectives. Please feel free to share this call widely with your networks.
September 25-28, 2024 (In-Person)- November 15-16, 2024 (Virtual)
Moxy Atlanta Midtown/AC Hotel Atlanta Midtown [joint hotel]
The Curriculum and Pedagogy Group (C&P) invites proposals for the 2025 Curriculum and Pedagogy Edited Book. The selected editors will be responsible for soliciting, reviewing, and editing manuscripts for the 16th edited book.
We are looking for proposals aligned with C&P’s purpose and mission supporting diversity and seeking ways to integrate, interrogate, and develop theories and practices for educational change and social justice. “Valuing and developing conceptual and applied/practical research, C&P has historically honored and continues to honor a range of practice orientations and commitments as a means for interrogating both theory and practice in ways that continually ask: what is to be done both in research and scholarship and for the practice of teaching and learning?”
