Description
Book SynopsisThis volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginariestoward 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.
Table of Contents
- Section I: Nurturing Critical Conversations Of Curriculum And Pedagogy.
- Disrupting Teacher Education: The Rise Of Independent Teacher Credentialing Programs, Kris Sloan.
- Daylight Nightmare: A Contending Pressure To Defend And Negotiate Canadian- Muslim Identity On The School Landscape, Momina Khan.
- Centering The Voices Of Teacher Candidates Of Color To Inform Racially-Just Educational Spaces, Robbie Burnett and Beth Beschorner.
- Decolonization: A Metaphorical Conundrum, Manisha Sharma.
- Teaching Black Social Movements Through #Blacklivesmatter: Twitter As A Lab, Knowledge Bank, And Field, Kevin Winstead, and Wendy Marie Laybourn.
- Challenges And Possibilities Of Intersectionality In The Education Of English Language Learners, Rachel Grant and Gertrude Tinker Sachs.
- Dying White People In Dead White Schools, Samuel Jaye Tanner.
- Section II: Fostering Pedagogical Border Crossings And Critical Curriculum Imaginaries.
- 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.
- Las Traviesas: Critical Feminist Educators In Their Struggle For Critical Teaching, Brian Gibbs.
- English Teachers’ Narratives In The Midst Of Sacred Curriculum Stories, Candace Schlein, Sara Crump, and Christa Wenger.
- 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.
- It Takes A Nation Of Millions: How To Freestyle A Hip Hop Curriculum, Frederick W. Gooding Jr. and T. Mark Montoya.
- 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.
- 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. Embracing Complexities, Contradictions And Plurality: Three Voices From A Hispanic-Serving Institution At The Frontera, Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren.
- Criando Y Creando: Latina Mothers In Academia, Freyca Calderon- Berumen and Karla O’Donald.
- Faraway Eyes: A Lived Curriculum Of Daughter Care, Laura M. Jewett and Zulema Williams.
- Identity, Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns.
- Sober Awakening: Transcending The Paralysis Of Perfection Through A Practice Of Acceptance, Sarah K. Mackenzie-Dawson.
- Unquiet Complexion, Eva Rose B. Washburn-Repollo.
- Not A War Zone, Sarrah Grubb.
