Who Are You Without Colonialism? Pedagogies of Liberation
Who Are You Without Colonialism? Pedagogies of Liberation
Who Are You Without Colonialism? Pedagogies of Liberation
Editors: Clelia O. Rodríguez, Josephine Gabi
This is not a conventional book because the seed comes from the depth of the volcanic cauldron that awaits silently underneath the Lake Ilopango, the umbilical cord of our Humanity and yours. It is a scream, it is an offering, it is pain and it is love. It is a collective offering to those who are responding to a call of Liberation based on Indigenous Principles to protect and defend the land beyond theories, beyond rhetorical and metaphorical questions. This is a tiny-tiny glimpse into Lak'ech.
A living testament that today, there are people buried on sand, on water, on air, on blood, among carcasses of bodies eaten by vultures—literally and metaphorically—a living testament of open wounds that heal and are traumatized again and again because you, the reader, the listener, the writer, the transcriber, the colonizer, the upholder of patriarchy and caste and class, the translator and the guardian of the door of the Master's House refuse to listen politically.
https://www.infoagepub.com/products/Who-Are-You-Without-Colonialism
BIPOC Alliance: Building Communities and Curricula
Who Are You Without Colonialism? Pedagogies of Liberation
Who Are You Without Colonialism? Pedagogies of Liberation
Editors: Indira Bailey; Christen Sperry García; Glynnis Reed; Leslie C. Sotomayor II
BIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons. BIPOC perspectives are often scarce in scholarly academic venues and curriculum. This edited book is a curated collection of interdisciplinary, underrepresented voices, and lived experiences through critical methodologies for empowerment (Reilly & Lippard, 2018). Gloria Anzaldua’s (2015) autohistoria-teoría is a lens for decolonizing and theorizing of one’s own experiences, historical contexts, knowledge, and performances through creative acts, curriculum, and writing. Gloria Anzaldua coined, autohistoria-teoría, a feminist writing practice of testimonio as a way to create self-knowledge, belonging, and to bridge collaborative spaces through self-empowerment. Anzaldua encouraged us to focus towards social change through our testimonios and art, “[t]he healing images and narratives we imagine will eventually materialize” (Anzaldua & Keating, 2009, p. 247). For this collection, we use lived experience or testimonios as an approach, a method, to conduct research and to bear witness to learners and one’s own experiences (Reyes & Rodríguez, 2012). Maxine Greene’s (1995) concept of an emancipated pedagogy merges art, culture, and history as one education that empowers students with Gloria Anzaldua’s (2015) autohistoria-teoría to re-imagine individual and collective inclusion by allowing students “… to read and to name, to write and to rewrite their own lived worlds” (Greene, 1995, pp. 147). Greene and Anzaldua reach beyond theorizing and creating curriculum for awareness and expand the crossings into active and critical self- reflective work to rewrite one’s own empowered stories and engage in a healing process.
The Kaleidoscope of Lived Curricula
Who Are You Without Colonialism? Pedagogies of Liberation
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Edited By: Karin Ann Lewis, Kimberly Banda, Martha Briseno, & Eric J. Weber
Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces–stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings. This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula–the colored glass and objects in the lives of others–to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula. This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Editors: Shalin Lena Raye, Stephanie Masta, Sarah Taylor Cook, & Jake Burdick
This book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used this as an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.
Critical Intersections In Contemporary Curriculum & Pedagogy
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Critical Intersections In Contemporary Curriculum & Pedagogy
Editors: Laura M. Jewett, Freyca Calderon-Berumen, & Miryam Espinosa-Dulanto
This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical, and aesthetic imaginaries toward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders, and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum as well as to social justice, schools, and society.
Collective Unravelings of the Hegemonic Web
Ideating Pedagogy in Troubled Times Approaches to Identity, Theory, Teaching and Research
Critical Intersections In Contemporary Curriculum & Pedagogy
EDITORS: Becky L. Noël Smith, Katherine Becker, Libbi R. Miller, Natasha S. Reid, and Michele D. Sorensen
SUBJECTS Teaching, Learning, & Narrative as Resistance to Hegemony; Pedagogy; Arts-Based Educational Research; Aesthetics; Curriculum Studies; Critical Theory; Curriculum Theory
About The Book
Collective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference. The notion of the hegemonic web is the defining theme of the volume. In this collection, authors struggle to unravel and take apart pieces of the complex web that are so deeply embedded into normative ways of thinking, being and making meaning. They also grapple with understanding the role that hegemony plays and the influence that it has on identity, curriculum, teaching and learning. Finally, scholars included in this volume describe their efforts to engage and undergo counter-hegemonic movements by sharing their stories and struggles.
Liminal Spaces and the call for Praxis(ing)
Liminal Spaces and the call for Praxis(ing)
Liminal Spaces and the call for Praxis(ing)
EDITORS Miryam Espinosa-Dulanto, David L. Humpal, Leilya Pitre, and Jolanta Smolen Santana
CITATION Espinosa-Dulanto, M., Humpal, D. L., Pitre, L., Smolen Santana, J. (Eds.) (2013). Liminal Spaces and Call for Praxis(ing). Charlottesville, NC: Information Age Publishing.
SUBJECTS Curriculum Studies, Critical Theory, Curriculum Theory, Pedagogy, Social Justice, Theory & Practice.
About The Book
Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders. This volume comprises of an interconnected mosaic of theoretical research and praxis. Facing the current and future challenges of corporatization of education, it becomes imperative to identify and deconstruct elements that provide a more responsive and fertile ground for research and praxis based mosaic of pedagogy. This volume includes works of those scholars who identified or worked with communities of color and/or who drew on the activist and intellectual traditions of peoples of color, third world feminism, indigenous liberation/sovereignty, civil rights, and anticolonial movements.
Excursions and Recursions Through Power, Privilege, and Praxis
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy
EDITORS Brandon Sams, Jennifer Job, and James C. Jupp
CITATION Sams, B., Job, J., & Jupp, J. C. (Eds.). (2012). Excursions and recursions through power, privilege, and praxis. Charlottesville, NC: Information Age Publishing.
SUBJECTS Critical Theory, Curriculum Studies, Curriculum Theory, Insider/Outsider Dynamics, Multiculturalism, Narrative Inquiry, Pedagogy, Social Justice, Theory & Practice
About The Book
Excursion and Recursions Through Power, Privilege, and Praxis gathers creative scholarship and conference reflections dwelling with/in the difficult and promising spaces of getting lost in curriculum theory. The book gravitates toward two intertwining themes, both of which provide contemporary echoes of the re-conceptualist method, currere: excursions (getting lost, running out) and recursions (returning home, running again).
The authors, invited to write from a place of being lost or wandering, express themselves through risk, anxiety, and tension manifested by the themes in the curriculum field and in sites of the curriculum. They offer readers an opportunity to challenge “entrenched” beliefs about education, social justice, and what it means to theorize about and/or practice curriculum and pedagogy.
Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy
EDITORS Cole Reilly, Victoria Russell, Laurel K. Chehayl, & Morna M. McDermott
CITATION Reilly, C., Russell, V. Chehayl, L. K., & McDemott , M. (Eds.). (2011). Surveying borders, boundaries, and contested spaces in curriculum and pedagogy. Charlottesville, NC: Information Age Publishing.
SUBJECTS Critical Theory, Curriculum Studies, Curriculum Theory, Dichotomous Tensions, Insider/Outsider Dynamics, Multiculturalism, Narrative Inquiry, Pedagogy, Social Justice, Theory & Practice
About The Book
Born of the energies, enthusiasm, insight, and evolving work featured at the 11th Annual Curriculum & Pedagogy (C&P) Conference in Akron, Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy serves to foreground some of the more marginalized narratives within the interwoven spaces of curriculum and pedagogy. In that very spirit, the book shines a light upon scholarship that acknowledges, troubles, and/or expands the work being done around existing borderlands of curriculum and pedagogy—blurring the dichotomous architectures of public and private, theory and practice, cultural capital and the absence thereof, etc.
Whether dividing lines were being illustrated, celebrated, or blurred, disrupted or deconstructed, transcended, troubled, or something else entirely, the result is a powerful collection of strong work(s) shedding light upon systemic boundaries, borderlands, and frameworks for understanding that often go misunderstood. Indirectly related pieces are brought into conversation with one another thematically, throughout four emergent themes: 1) theory + practice, 2) inside(r) + outside)r(, 3) silence + noise, and 4) capital + deficit—each relating to a different archetypal binary or conceptual blockade that those pieces blended, blurred, blared, and/or blighted. The serendipitous fitting of the four thematic sections offer prominent parallels to some of the noteworthy tensions observed in the C&P Group (as well as throughout the fields of curriculum and pedagogy as a whole).
Contributors include Marie Battiste, Christian Belden, Blanca Caldas Chumbes, Melissa Castañeda, Antonino Giambrone, David L. Humpal, Erin M. Humphries, Jaime Lopez, Melina Martinez, Myosha McAfee, Michael T. Ndemanu, Elva Reza-López, Amy Shema, and Nicole V. Williams.
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
EDITORS Julie Garlen Maudlin, Becky Stodghill, & Ming Fang He
CITATION Maudlin, J., Stodghill, B., & He, Ming Fang. (Eds). (2010). Engaging the possibilities & complexities of hope: Utterances of curriculum and pedagogy’s past, present, and future. Troy, NY: Educator’s International Press Inc.
SUBJECTS Hope, Theory, Practice, Pedagogy, Possibility, History, Genealogy, Teaching, Performance, Aesthetic Education, Critical Literacy, Poststructuralism
About The Book
Engaging the Possibilities and Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Present, and Future features papers and narrative utterances that emerged from the 10th Annual Curriculum and Pedagogy Conference held in Decatur, Georgia, October 7th-10th, 2009. This volume assembles invigorating senior and emergent curriculum workers/scholars/activists to reflect on the past, improvise the present, and imagine the future of the inquiry landscape the Curriculum & Pedagogy Group has created in the past decade. This volume advances the field of curriculum and pedagogy by illuminating historical trajectories, honoring its practical, contextual, and theoretical diversities, contradictions, and complexities, and projecting curricular and pedagogical possibilities. It calls for curriculum workers, activists, and public intellectuals to transgress cultural, socio-political, linguistic, national, geographical, and disciplinary boundaries (He & Phillion, 2009) to transform theory and practice.
Complicated Conversations & Confirmed Commitments: Revitalizing Education for Democracy
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
Engaging the Possibilities & Complexities of Hope: Utterances of Curriculum and Pedagogy’s Past, Pre
EDITORS Jake Burdick, Jennifer A. Sandlin, & Toby Daspit.
CITATION Burdick, J.. Sandlin, J. A., & Daspit, T. (Eds). (2009). Complicated conversations and confirmed commitments: Revitalising education for democracy. Troy, NY: Educator’s International Press Inc.
SUBJECTS Aesthetics, Narrative Inquiry, Arts-Based Educational Research, Curriculum Theory, & Curriculum Leadership
About The Book
Arranged as a post-structural catechism, Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy engages readers in dialogue around curricular and pedagogical problems via a series of posed queries and responses in the form of writing and imagery from emerging and experienced educational practitioners, artists, and curriculum scholars. Rather than seeking fixed truths, however, the authors in this collection instead offer problematic, poetic, and consciously irresolute responses to contemporary educational issues, responses that respect the need for a fluid conceptualization and enactment of democracy in pluralistic, complex cultural spaces. Collectively, these authors describe the im/possibilities inherent in attempting to reconceptualize curriculum and pedagogy towards more just and humane ends.
Democratizing Educational Experience: Envisioning, Embodying, Enacting
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
EDITORS Alexandra Fidyk, Jason Wallin, & Kent den Heyer
CITATION Fidyk, A., Wallin, J., & den Heyer, K (Eds). (2008). Democratizing educational experience: Envisioning, embodying, enacting. Troy, NY: Educator’s International Press Inc.
SUBJECTS Arts-Based Research, Social psychoanalysis, Critical Theory, Hermeneutics, & Phenomenology
About The Book
Democratizing Educational Experience: Envisioning, Embodying, Enacting assembles the work of both emergent and key curriculum scholars (Madeleine Grumet, David Jardine), educational theorists (Doug Aoki, Peter Taubman), and visual artists in an effort to inquire into the specific contestations, presumptions, and issues surrounding both the present and future of democratic education. The diversity of scholarly works and artistic contributions that appear in this timely collection demonstrate that the task of educating for a democratic society continues to be complicated and unsettled. It is in this vein that Democratizing Educational Experience intensifies many of the key challenges facing pedagogy today, opening new lines of questioning and opportunities for inquiry.
Less a collection of stand-alone essays and artworks than a pluralist dialogue on democracy, the format of Democratizing Educational Experience is unique in its organization. Specifically, the visual art that appears in the collection is not simply aesthetic, but rather, conceived as a non-textual response to the collected essays. Democratizing Educational Experience hence begins to build bridges with other disciplinary modes of expression as a means to engage with a diversity of conceptual and imaginary resources for thinking about democracy today.
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism
EDITORS Sheri Leafgren, Brian D. Schultz, Michael O. O’Malley, Larry “Ayubu Mahdi” Johnson, Jeanne Brady, & Audrey Dentith
CITATION Leafgren, S., Schultz, B. D., O’Malley, M. P., Johnson, L., Brady, J., & Dentith, A. (Eds.). (2007). The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism. Troy, NY: Educator’s International Press Inc.
SUBJECTS Cultural Studies, Curriculum Studies, Curriculum Theory, Justice-Oriented Education, Pedagogy, Social Justice
About The Book
This insightful edited collection draws attention to multiple, different, and worthwhile ways in which the articulation of curriculum and pedagogy can promote a just society. Each chapter in the volume provides ways of thinking about the urgency at hand by providing sites, situations, and possibilities for disrupting colonizing scripts. Through their writing, the scholars, teachers, artists, and activists invoke diverse ways of thinking about, challenging, reflecting, and doing the curriculum work associated with justice through artistry, advocacy, and activism. These powerful essays serve as models, challenges, provocations, furthering conversations that embrace the urgencia of the present historical, political moment, and which support a new awakening. (Contributors include: Phyllis Burstein, Elizabeth S. Foster, Debra Freedman, Barbara Graham, Mei Wu Hoyt, M. Francyne Huckaby, Barbara Hollingshead, Lucy E. Larrison Sheri Leafgren, Jennifer Milam, Michael P. O’Malley, Maya A. Roth, Jennifer Sandlin, William H. Schubert, Brian D. Schultz, Stephanie Springgay, Peter Taubman, and Tommy Trantino).
Democratic Responses in an Era of Standardization
Democratic Responses in an Era of Standardization
Democratic Responses in an Era of Standardization
EDITORS Lesley Coia, Nancy J. Brooks, Susan Jean Mayer, Patrick Pritchard, Elizabeth Heilman, Megan L. Birch & Andre Mountain
CITATION Coia, L., Brooks, N. J., Mayer, S. J., Pritchard, P., Heilman, E., Birch, M. L., Mountain, A. (Eds.). (2003). Democratic responses in an era of sandardization. Troy, NY: Educator’s International Press.
SUBJECTS Collaborative writing, Arts-based inquiry, public pedagogy, standardization, critical theorizing.
About The Book
Here are the papers from the 4th conference on Curriculum and Pedagogy. The papers from this volume and the preceding conferences contribute to the curriculum field in an important way. Curriculum and teaching are treated as an integral whole . . . and (it) advances a personally challenging and professionally demanding standard that encompasses a wide range of topics. The articles in these volumes present pieces reflective of the on-going focuses: writing collaboratively, inquiring through the arts and expressing innovative means of initiating social action on matters of grave educational and cultural concern. In addition, it continues to further the belief that it is imperative that educators deepen their critical insights into the historical, political, personal, aesthetic, spiritual, and institutional subtexts and contexts of curriculum that impact daily educational practices.
Democratic Responses in an Era of Standardization
Democratic Responses in an Era of Standardization