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Critical intersections in contemporary curriculum & pedagogy
Critical intersections in contemporary curriculum and pedagogy
"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"--
Section i. Nurturing critical conversations of curriculum and pedagogy -- Chapter 1. Disrupting teacher education: The rise of independent teacher credentialing programs / Kris Sloan -- Chapter 2. Daylight nightmare: A contending pressure to defend and negotiate canadian-muslim identity on the school landscape / Momina Khan -- Chapter 3. Centering the voices of teacher candidates of color to inform racially-just educational spaces / Robbie Burnett and Beth Beschorner -- Chapter 4. Decolonization: A metaphorical conundrum / Manisha Sharma -- Chapter 5. Teaching black social movements through #blacklivesmatter: Twitter as a lab, knowledge bank, and field / Kevin Winstead and Wendy Marie Laybourn -- Chapter 6. Challenges and possibilities of intersectionality in the education of English language learners / Rachel Grant and Gertrude Tinker Sachs -- Chapter 7. Dying white people in dead white schools / Samuel Jaye Tanner -- Section II. Fostering pedagogical border crossings and critical curriculum imaginaries -- Chapter 8. Educational change and the participation of families in schools from a critical intercultural approach: The case of Spain / Inmaculada Antolínez-Domínguez, Esther Márquez-Lepe, and María García-Cano Torrico -- Chapter 9. Las traviesas: Critical feminist educators in their struggle for critical teaching / Brian Gibbs -- Chapter 10. English teachers' narratives in the midst of sacred curriculum stories / Candace Schlein, Sara Crump, and Christa Wenger -- Chapter 11. Preservice teachers' exploration of imaginary futures: Using a novel to cross borders of space, time, and matter in a multicultural education course / Tammy Mills and Rebecca Buchanan -- Chapter 12. It takes a nation of millions: How to freestyle a hip hop curriculum / Frederick W. Gooding Jr. and T. Mark Montoya -- Chapter 13. Social justice in service-learning and community engagement: A conversation about meanings, practices, and possibilities / Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton -- Chapter 14. A currere of maintaining mental health as an administrator through a reflective-practice, arts-based inquiry / Joe Norris -- Section III. Embodying possibilities in living curriculum -- Chapter 15. Embracing complexities, contradictions and plurality: Three voices from a hispanic-serving institution at the frontera / Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren -- Chapter 16. Criando y creando: Latina mothers in academia / Freyca Calderon-Berumen and Karla O'Donald -- Chapter 17. Faraway eyes: A lived curriculum of daughter care / Laura M. Jewett and Zulema Williams -- Chapter 18. Identity, fluidity, empowerment, and engendered poverty: Performing a veteran-latina-online-graduate student / Maricela Burns -- Chapter 19. Sober awakening: Transcending the paralysis of perfection through a practice of acceptance / Sarah K. Mackenzie-Dawson -- Chapter 20. Unquiet complexion / Eva Rose B. Washburn-Repollo -- Chapter 21. Not a war zone / Sarrah Grubb.
Laura M. Jewett, Freyca Calderon-Berumen, and Miryam Espinosa-Dulanto, editors.
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