8:30 am
Breakfast - Armstrong Center Lobby (for those staying in university housing)
9:15 a.m. - 10:30 a.m.
Room 106
New Paradigms and the Digital Age
Alicia Brunson Georgia Southern University
Critical Race Theory and Hollywood: Designing Race and Ethnicity Graduate Courses
In this paper, I discuss how I designed a graduate-level Race and Ethnicity course using Critical Race
Theory as its theoretical foundation. A few of the learning objectives of this course are to 1) acquire a
working understanding of Critical Race Theory 2) to apply media literacy to critically examine
Hollywood’s portrayal of American racial and ethnic groups, 3) to examine Hollywood’s retelling of
historical events, 4) and to critically evaluate Hollywood’s narratives to determine their social, political,
and economic implications. Assessments in the course included: 1) a student-led discussion of the
readings, 2) a synthesis of materials for each module, 3) a mini-conference in which students shared
the results of a content analysis of the portrayal of a racial-ethnic group represented in movies.
Teaching evaluations suggest students acquired and developed skills in the course that could be
applied in arenas outside of the course, such as having informed discussion about CRT and race with
various contingencies, researching and presenting a topic about race and ethnicity, and media literacy.
Lisa Augustine-Chizmar Georgia Souther University
Middle Savannah River: An A/R/Tographic Ecopedagogical Ethnography, Experimenting with Rhizomatic Perspectives
Science curriculum is historically positivist. It is time that we engage multidimensionally in a post
humanist manner that allows non-scientists to participate and contribute to the body of knowledge and
gives scientists the opportunity to experience a new lens. As a participant researcher, I chose to
embark on a River journey to immerse myself in the environment of my study. Recognizing that many
cultures view our natural world as equal living beings, I chose to embrace that point of view and
attempted to serve as the voice of the River. To support the ethnographic facets of this ecopedagogical
study, I paralleled the research with a/r/tography as the artist/researcher/teacher and presented those
artifacts as data.
Renee Gibert Purdue University
The Great Replacement Theory: Robots Are The New Teachers
The historical arc of school reforms that began with the War on Poverty Act in (1965) and continued
with the Improving America's School Act in (1994), the No Child Left Behind Act (2009), and the Every
Student Succeeds Act in (2015) has laid the groundwork for the great replacement of teachers by
artificial intelligence based computer packages (robots). Students who attend public schools were the
target audience for all of these various reforms, which had as their overarching goal the creation of
more equitable educational environments. Because of this, each reform brought about a variety of
changes to the educational system that are currently being implemented in schools across the United
States. Even though there has been some improvement in mathematics achievement, the Nation's
Report Card 2022 revealed significant drops in the math and reading scores of students.
Even after COVID-19 showed signs of waning, teachers continued to rely heavily on computer-based
software as the primary means of passing on their expertise to students. The ascendancy of
neoliberalism policies in public schools has ushered in a wave of technologies that have not only
replaced curriculum but also diminished the role of teachers. This curriculum has been packaged by
educational software companies as a panacea for retaining knowledge or advancing children. The role
of the traditional educator has been effectively replaced by the computer programs that are currently
available. This leads us to argue the great replacement theory, which proposes that robots are the new
educators.
Room 222
Chair: Daniel Chapman Georgia Southern University
Meme Methodology
What is the role of memes in academic research? What were originally referred to as macros are now commonly referred to as memes. Using an image combined with words, they are created to be shared. They are often humorous, sometimes sentimental, and sometimes shocking. It is a form of in-group communication that attempts to distill an emotion, an attitude, or an observation into a crude, yet crystallized, message. What can they tell us about the creator? What can they tell us about the audience? What can they tell us about the momentary zeitgeist? Because they often speak to a niche group and/or a moment in time, it is important to not give them they same credence as other forms of expression that require more reflection, yet, they do speak to a practice of shared catharsis.
Gustavo Delao, Georgia Southern University
Exploring the impact of AI on the Study of Ill-Structured Problems: A Design Science Perspective
Jim Gladman
Chance, Chaos and Improvisation in AI Image-making
Chair: Daniel Chapman Georgia Southern University
Meme Methodology
What is the role of memes in academic research? What were originally referred to as macros are now commonly referred to as memes. Using an image combined with words, they are created to be shared. They are often humorous, sometimes sentimental, and sometimes shocking. It is a form of in-group communication that attempts to distill an emotion, an attitude, or an observation into a crude, yet crystallized, message. What can they tell us about the creator? What can they tell us about the audience? What can they tell us about the momentary zeitgeist? Because they often speak to a niche group and/or a moment in time, it is important to not give them they same credence as other forms of expression that require more reflection, yet, they do speak to a practice of shared catharsis.
Gustavo Delao, Georgia Southern University
Exploring the impact of AI on the Study of Ill-Structured Problems: A Design Science Perspective
Jim Gladman
Chance, Chaos and Improvisation in AI Image-making
10:45 a.m. - Noon
Room 222
Walter Benjamin's Origin of the German Trauerspiel: Persephone and Demeter, Lament, Myth and Return
Dr. Marla Morris Georgia Southern University
Dr. Mary Doll Savannah College of Art & Design
Abstract:
This panel will turn on the notion of lament focusing on two key texts: Dr. Marla Morris focuses on Walter Benjamin's Origin of the German Trauerspiel, Mary Aswell Doll focuses on the Greek Myth of Persephone and Demeter, both pointing toward lament. Lament in curriculum studies has not been thought through much if at all. In these current historical times--that are, indeed, lamentable--the question remains: how does mythology, memory and the Messianic help us navigate these troubled waters? Curriculum Theorizing is not only about the schoolhouse, it is about the house of the world, or the world-soul, that is historical, mythical--in the name of the Mother of memory (muse), the regressive movement of currere in a world without hope. No Balm of Gilead in this time of grief, a world on the brink of continual disaster and catastrophe. Benjamin once said that history is little more than the "piling up" of one catastrophe after another. Mythology as lament, currere as lament is a call narrative to interrupt taken-for-granted glossings--in times of turmoil, in times like our own.
Dr. Mary Doll Savannah College of Art & Design
Abstract:
This panel will turn on the notion of lament focusing on two key texts: Dr. Marla Morris focuses on Walter Benjamin's Origin of the German Trauerspiel, Mary Aswell Doll focuses on the Greek Myth of Persephone and Demeter, both pointing toward lament. Lament in curriculum studies has not been thought through much if at all. In these current historical times--that are, indeed, lamentable--the question remains: how does mythology, memory and the Messianic help us navigate these troubled waters? Curriculum Theorizing is not only about the schoolhouse, it is about the house of the world, or the world-soul, that is historical, mythical--in the name of the Mother of memory (muse), the regressive movement of currere in a world without hope. No Balm of Gilead in this time of grief, a world on the brink of continual disaster and catastrophe. Benjamin once said that history is little more than the "piling up" of one catastrophe after another. Mythology as lament, currere as lament is a call narrative to interrupt taken-for-granted glossings--in times of turmoil, in times like our own.
Room 106
Cultural, Multicultural, and Parental Engagement
Heather Huling Georgia Southern University
Culturally Sustaining Pedagogy & Multicultural Children's Literature: How do Preservice Teachers Understand and Utilize this in the Classroom?
This study explored how preservice teachers understand culturally sustaining pedagogy (CSP) and used
multicultural children’s literature (MCL) as a way of enacting CSP in their field placement experiences.
With teacher shortages across the nation at an all time high, this study focused on investigating one
teacher attrition factor of working with diverse student populations at the educator preparation level.
This qualitative study utilized the theoretical framework of culturally sustaining pedagogy (Paris & Alim,
2017) and a single case study design (Yin, 2018) to explore five preservice teachers’ thoughts and
perceptions of CSP and it’s use in the classroom through MCL during their final student teaching
semester in their hometowns. Data collected through lesson plans, literature lists, video recordings,
and semi-structured interviews and then analyzed and coded showed that participants needed greater
instruction on the tenets of CSP and practical teaching strategies to use in the classroom. The
participants were able to build connections with students but unable to dig deeper into the cultural
backgrounds in order to engage in CSP. Educator preparation programs need to provide stronger
instruction around diversity, cultural and asset-based pedagogies to equip future teachers for the
diverse student population they will teach.
Renee Jenkins Georgia Southern University
Gimme Dat Ole Time 'Ligion: Continuity and Change of Gullah-Geechee Music from a Cultural Context
African American communities on the east coast Sea Islands of South Carolina and Georgia provide a
rare opportunity to study some of the extraordinary elements of African influence on African American
culture in the United States (Beoku-Betts, 1994). Known as the Gullah or Geechee (used
interchangeably), these communities are comprised of enslaved West African descendants who
worked and settled on the islands. During the early 18th century, thousands of enslaved West Africans
were seized and shipped to markets in Charleston (SC) and Savannah (GA). Captains of those ships
facilitated the transmission of African culture and traditions by bringing authentic musical instruments
onboard (Burnin & Maultsby, 2015). Crew members would force the enslaved to dance, sing, and play
musical instruments for various reasons. Specifically sought out for expertise in the growing of certain
crops including rice, the Gullah-Geechee have retained many ethnic traditions of their native homeland
primarily due to geographic isolation along the coastal landscape and tropical conditions. African
songs are the foundation for what is referred to as Gullah-Geechee music (Federal Point Historic
Preservation Society, 2018). The influence and evolution of musical forms that emerged from this
cultural perspective are reflected in many genres of music. Based on the time period of 1970s-Present
(2023, the purpose of this study is to determine the role music plays in the lives of the Gullah-Geechee
community members, the extent to which music has changed, and the extent to which music of the
indigenous group has remained the same.
Mayra Garcia-Diaz Georgia Southern University
Latinx Parental Involvement Testimonios
Immigrant Latinx families’ experiences of supporting their children’s educational success in Georgia.
A commonplace study with interrelated components, encompassing students, teachers, counselors, and
parents. It uses Latinx Curriculum as a theoretical as well as epistemological framework
(e.g., Valdes,1996, 1999, 2005, 2022; Montoya, 2022; Delgado & Stefancic, 2017; Duncan, 2002; Reyes,
2021). This social context research applies testimonio as research methodology (Latin Feminist Group, 2001; Delgado-Bernal 2001) and Art-based research, poetic inquiry and visual arts such as drawing, painting, and photographs (Leavy, 2019) by being focused on a critical social justice endeavor, its goals are full human recognition, equity, Latinx literacy, engagement, and activism, looking for social change and liberation (Delgado-Bernal et al. 2016; Valenzuela, 2016,1999; Yosso, 2002a,
2002b, 2005, 2009; Reyes, 2021).
Culturally Sustaining Pedagogy & Multicultural Children's Literature: How do Preservice Teachers Understand and Utilize this in the Classroom?
This study explored how preservice teachers understand culturally sustaining pedagogy (CSP) and used
multicultural children’s literature (MCL) as a way of enacting CSP in their field placement experiences.
With teacher shortages across the nation at an all time high, this study focused on investigating one
teacher attrition factor of working with diverse student populations at the educator preparation level.
This qualitative study utilized the theoretical framework of culturally sustaining pedagogy (Paris & Alim,
2017) and a single case study design (Yin, 2018) to explore five preservice teachers’ thoughts and
perceptions of CSP and it’s use in the classroom through MCL during their final student teaching
semester in their hometowns. Data collected through lesson plans, literature lists, video recordings,
and semi-structured interviews and then analyzed and coded showed that participants needed greater
instruction on the tenets of CSP and practical teaching strategies to use in the classroom. The
participants were able to build connections with students but unable to dig deeper into the cultural
backgrounds in order to engage in CSP. Educator preparation programs need to provide stronger
instruction around diversity, cultural and asset-based pedagogies to equip future teachers for the
diverse student population they will teach.
Renee Jenkins Georgia Southern University
Gimme Dat Ole Time 'Ligion: Continuity and Change of Gullah-Geechee Music from a Cultural Context
African American communities on the east coast Sea Islands of South Carolina and Georgia provide a
rare opportunity to study some of the extraordinary elements of African influence on African American
culture in the United States (Beoku-Betts, 1994). Known as the Gullah or Geechee (used
interchangeably), these communities are comprised of enslaved West African descendants who
worked and settled on the islands. During the early 18th century, thousands of enslaved West Africans
were seized and shipped to markets in Charleston (SC) and Savannah (GA). Captains of those ships
facilitated the transmission of African culture and traditions by bringing authentic musical instruments
onboard (Burnin & Maultsby, 2015). Crew members would force the enslaved to dance, sing, and play
musical instruments for various reasons. Specifically sought out for expertise in the growing of certain
crops including rice, the Gullah-Geechee have retained many ethnic traditions of their native homeland
primarily due to geographic isolation along the coastal landscape and tropical conditions. African
songs are the foundation for what is referred to as Gullah-Geechee music (Federal Point Historic
Preservation Society, 2018). The influence and evolution of musical forms that emerged from this
cultural perspective are reflected in many genres of music. Based on the time period of 1970s-Present
(2023, the purpose of this study is to determine the role music plays in the lives of the Gullah-Geechee
community members, the extent to which music has changed, and the extent to which music of the
indigenous group has remained the same.
Mayra Garcia-Diaz Georgia Southern University
Latinx Parental Involvement Testimonios
Immigrant Latinx families’ experiences of supporting their children’s educational success in Georgia.
A commonplace study with interrelated components, encompassing students, teachers, counselors, and
parents. It uses Latinx Curriculum as a theoretical as well as epistemological framework
(e.g., Valdes,1996, 1999, 2005, 2022; Montoya, 2022; Delgado & Stefancic, 2017; Duncan, 2002; Reyes,
2021). This social context research applies testimonio as research methodology (Latin Feminist Group, 2001; Delgado-Bernal 2001) and Art-based research, poetic inquiry and visual arts such as drawing, painting, and photographs (Leavy, 2019) by being focused on a critical social justice endeavor, its goals are full human recognition, equity, Latinx literacy, engagement, and activism, looking for social change and liberation (Delgado-Bernal et al. 2016; Valenzuela, 2016,1999; Yosso, 2002a,
2002b, 2005, 2009; Reyes, 2021).
12:00 -2:00 p.m.
Special Session
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2:15 - 3:30 p.m.
Room 222
Celebrating" the "Divisive": Reflections on Malcolm X
Chair: E. Anthony Muhammad Georgia Southern University
Michael Baugh University of Oklahoma
Christopher Pugh Georgia Southern University
Abstract:
In the last five years, numerous books, television shows, movies, and documentaries about Malcolm X
have flooded the media landscape. But much like the maligning and mischaracterizing of CRT taking
place throughout society, the life and legacy of Malcolm X have similarly come under assault. In this
panel, presentations will be given discussing the different conceptualizations of and experiences
around Malcolm X. By critically analyzing some of the dominant narratives surrounding Malcolm X,
sharing experiences from a course that used Malcolm's autobiography as the textbook, and spotlighting
other issues critical to understanding the man himself, this panel will interrogate popular constructions
of Malcolm X through both critical and experiential lenses.
Christopher Pugh Georgia Southern University
Abstract:
In the last five years, numerous books, television shows, movies, and documentaries about Malcolm X
have flooded the media landscape. But much like the maligning and mischaracterizing of CRT taking
place throughout society, the life and legacy of Malcolm X have similarly come under assault. In this
panel, presentations will be given discussing the different conceptualizations of and experiences
around Malcolm X. By critically analyzing some of the dominant narratives surrounding Malcolm X,
sharing experiences from a course that used Malcolm's autobiography as the textbook, and spotlighting
other issues critical to understanding the man himself, this panel will interrogate popular constructions
of Malcolm X through both critical and experiential lenses.
Room 106
You Have to Break the Rules a Lotta the Time and be Tricky: Educators’ Pathways to Hope
Chair: Peggy Shannon-Baker, Georgia Southern University
Sabrina Ross Georgia Southern University
Nahiris D. Lugo Muñoz Georgia Southern University
Alexa Mikels Georgia Southern University
Abstract:
Building on previous work with the Deep Writing Project (DWP), this presentation explores how
educators in the program find pathways to hope. This is based on research conducted in 2021 with nine
k-12, community, and university Savannah-area educators who participated in an intensive, two-week
DWP summer institute. Educators’ qualitative and quantitative data document how they created
pathways for students, for other teachers, and for themselves in addition to building community and
exploring the impact of relationality in how the educators related to one another during and after the
institute. In creating pathways for students, the educators stressed the importance of knowing
students’ needs, embracing their diversity, and engaging in culturally relevant pedagogy. Some of the
educators shared the same sentiment as the title quote, that teachers “have to break the rules a lotta
the time and be tricky” to maintain hope and keep going. When considering what other educators need
to achieve their goals, they spoke about mental health services, trainings, and working together to
engage with difficult topics. For themselves, they centered the need for physical and mental self-care
and knowing and asking for what they need. In terms of relationality, the educators often spoke of how
the way DWP was facilitated as providing a space for positive and support group dynamics to bloom.
The institute was a “confidence-boosting group” that supported educators as writers, educators, and
whole people, stressing the continued need for such spaces for educators’ hope.
Nahiris D. Lugo Muñoz Georgia Southern University
Alexa Mikels Georgia Southern University
Abstract:
Building on previous work with the Deep Writing Project (DWP), this presentation explores how
educators in the program find pathways to hope. This is based on research conducted in 2021 with nine
k-12, community, and university Savannah-area educators who participated in an intensive, two-week
DWP summer institute. Educators’ qualitative and quantitative data document how they created
pathways for students, for other teachers, and for themselves in addition to building community and
exploring the impact of relationality in how the educators related to one another during and after the
institute. In creating pathways for students, the educators stressed the importance of knowing
students’ needs, embracing their diversity, and engaging in culturally relevant pedagogy. Some of the
educators shared the same sentiment as the title quote, that teachers “have to break the rules a lotta
the time and be tricky” to maintain hope and keep going. When considering what other educators need
to achieve their goals, they spoke about mental health services, trainings, and working together to
engage with difficult topics. For themselves, they centered the need for physical and mental self-care
and knowing and asking for what they need. In terms of relationality, the educators often spoke of how
the way DWP was facilitated as providing a space for positive and support group dynamics to bloom.
The institute was a “confidence-boosting group” that supported educators as writers, educators, and
whole people, stressing the continued need for such spaces for educators’ hope.
Room 140A (220, if needed)
Climate Research Into Curriculum Studies: What We Found in Decades of Research on the Experiences of Minoritized People in Higher Education
Erik Malewski Kennesaw State University
Nathalia Jaramillo Kennesaw State University
Abstract:
This panel will offer an analysis of over a decade of climate study data from over 25 colleges and
universities. While the data is complex and varied, this panel will focus on the experiences and
perceptions of faculty of color as evidenced in the data as well as the experiences and perceptions of
students of color. The panel will end with an exploration of issues of belonging and what it might mean
to bring questions of curricular understanding to bear upon the growing body of climate study research.
Nathalia Jaramillo Kennesaw State University
Abstract:
This panel will offer an analysis of over a decade of climate study data from over 25 colleges and
universities. While the data is complex and varied, this panel will focus on the experiences and
perceptions of faculty of color as evidenced in the data as well as the experiences and perceptions of
students of color. The panel will end with an exploration of issues of belonging and what it might mean
to bring questions of curricular understanding to bear upon the growing body of climate study research.
3:45-5 p.m.
Room 222
James Baldwin's Vision of the USA
Chair: Dr. John Weaver Georgia Southern University
Chair: Dr. John Weaver Georgia Southern University
Tony Foy Georgia Southern University
Michael Baugh University of Oklahoma
Paul Eaton Sam Houston State University
Hannah Edber Mercer University
Abstract:
James Baldwin remains an important intellectual in understanding what the USA is, not the myth so many hold dear and pretend to live, but the reality of what it is. This panel will discuss why Baldwin was so keenly in tune with holding the USA responsible for what it was and what it created in the hearts and minds of both Black and white individuals. In light of recent attacks on critical race theory, African American intellectual history, and wokeness, this panel will discuss what insights Baldwin offers us in dealing with the continued rise of racism in the USA and the constant rewriting of the past and present to rationalize this racism.
Room 106
Explorations of Text and Self: Applications in Forms of Qualitative Inquiry
Chair & Discussant: Peggy Shannon-Baker Georgia Southern University
Co-Discussant Carmel G. Roofe The University of the West Indies, Mona
Amanda Harper Georgia Southern University
Miseducation and Representation of Selective American History in Georgia: A Teacher's
Deep Dive
Kimberly Kirstein Georgia Southern University
Teachers are Leaving the Profession: What About Me? A Narrative Self-Study of Why
One Teacher Thinks About Leaving the Profession
Jennifer Tontodonati Georgia Southern University
Rhizothinking: A/R/Tography
Ambah Kioko Georgia Southern University
Ambah, the Soucouyant, and GAD (General Anxiety Disorder): A Fictionalized Story
Utilizing the Folklore of the Caribbean
Abstract:
Qualitative researchers have a wealth of approaches available to them. From critical discourse analysis to creative approaches, qualitative research offers textual, theoretical, critical, and imaginative perspectives. The purpose of this panel is to share applications of qualitative research as envisioned and demonstrated by some members of EDUR 9232: Advanced Qualitative Research (Spring 2023 with Dr. Shannon-Baker). The first paper applies Critical Race Theory and Critical Discourse Analysis to examine K-5 Georgia American history standards from a teacher’s perspective. The second paper, using a feminist lens and a narrative self-study approach, explores why teachers are leaving the classroom from a teacher who has considered leaving herself. The third paper explores a/r/tography, a form of arts-based research that connects the identities and practices of an Artist, Researcher, and Teacher, and its affordances for Curriculum Studies. Adapting a folklore story from the islands of Trinidad and Tobago, the fourth paper presents a fictional story about a young girl growing up with undiagnosed General Anxiety Disorder (GAD) to assist Caribbean immigrants’ understanding what it is like to live with a mental health disorder. As a whole, this panel invites us to ask questions about how qualitative methods can be employed to explore the self in situ as well as the cultural, political, methodological, and curricular texts that influence our lives.
Explorations of Text and Self: Applications in Forms of Qualitative Inquiry
Chair & Discussant: Peggy Shannon-Baker Georgia Southern University
Co-Discussant Carmel G. Roofe The University of the West Indies, Mona
Amanda Harper Georgia Southern University
Miseducation and Representation of Selective American History in Georgia: A Teacher's
Deep Dive
Kimberly Kirstein Georgia Southern University
Teachers are Leaving the Profession: What About Me? A Narrative Self-Study of Why
One Teacher Thinks About Leaving the Profession
Jennifer Tontodonati Georgia Southern University
Rhizothinking: A/R/Tography
Ambah Kioko Georgia Southern University
Ambah, the Soucouyant, and GAD (General Anxiety Disorder): A Fictionalized Story
Utilizing the Folklore of the Caribbean
Abstract:
Qualitative researchers have a wealth of approaches available to them. From critical discourse analysis to creative approaches, qualitative research offers textual, theoretical, critical, and imaginative perspectives. The purpose of this panel is to share applications of qualitative research as envisioned and demonstrated by some members of EDUR 9232: Advanced Qualitative Research (Spring 2023 with Dr. Shannon-Baker). The first paper applies Critical Race Theory and Critical Discourse Analysis to examine K-5 Georgia American history standards from a teacher’s perspective. The second paper, using a feminist lens and a narrative self-study approach, explores why teachers are leaving the classroom from a teacher who has considered leaving herself. The third paper explores a/r/tography, a form of arts-based research that connects the identities and practices of an Artist, Researcher, and Teacher, and its affordances for Curriculum Studies. Adapting a folklore story from the islands of Trinidad and Tobago, the fourth paper presents a fictional story about a young girl growing up with undiagnosed General Anxiety Disorder (GAD) to assist Caribbean immigrants’ understanding what it is like to live with a mental health disorder. As a whole, this panel invites us to ask questions about how qualitative methods can be employed to explore the self in situ as well as the cultural, political, methodological, and curricular texts that influence our lives.
5:15-8:00 p.m.
Room 140 Ballroom
A River Running Through It: Reflections on William Reynolds’ Four Decades of Curriculum Theorizing and Praxis
A River Running Through It: Reflections on William Reynolds’ Four Decades of Curriculum Theorizing and Praxis
Chair: Ming Fang He, Georgia Southern University
Discussant:
Dr. William M. Reynolds, Georgia Southern University
Panelists:
William Pinar The University of British Columbia, Canada
Brad Porfilio California State University, Stanislaus
Rebecca Martusewicz, Eastern Michigan University
Peter McLaren, Chapman University
Donna Alvermann, University of Georgia
William Schubert, University of Illinois at Chicago
Marla Morris, Georgia Southern University
Robert Lake, Georgia Southern University
Elisabeth Blumer Hardy, Aiken County Public School District
Abstract:
In this special session, a group of curriculum scholars/workers will illuminate ways in which William
Reynolds’ four decades of curriculum theorizing and praxis have contributed to the advancement of the
field of curriculum studies. Panelists will speak and interact with one another while the chair and
discussant engage the audience in discussions on their inspiration from the work of Reynolds.
Panelists will also use the open microphone to invite the audience to share their inspiration from the
work of Reynolds. Significance of reflecting upon William Reynolds’ contributions to curriculum studies
resides in the inspiration of his curriculum theorizing and praxis to generations of curriculum
scholars/workers.
Food is provided during the session.
Reception with Free Bar is provided after the session.