9:30
Registration Opens
Armstrong Center Lobby
(Free parking all conference)
Registration Opens
Armstrong Center Lobby
(Free parking all conference)
10:00 - 11:15 a.m.
Room 106
Power of Narrative in Cross-Cultural and Intercultural Contexts: Research on Language, Culture, Identity, and Power
Chair: Dr. Ming Fang He
Presentations:
Claudia Martinez Georgia Southern University
Becoming a Mexican American in the U. S. South: An Autobiographical Narrative of Liberation
Bahar Mentch Georgia Southern University
A Cross-Cultural Narrative Inquiry into Three Turkish Women’s Experience of Cultures, Languages, and Identities in the U. S. South
Irina Tedrick Georgia Southern University/Savannah State University
Languages, Cultures, and Identities: Immersion Experiences of HBCU Students in a Study Abroad Program in Costa Rica
Yining Zhang Georgia Southern University
Power of Composite Fictional Narrative in Chinese Telenovela
Lopamudra Agarwal Georgia Southern University
Shaji Bright Georgia Southern University
Cross-Cultural Lives and Cross-Cultural Inquiries
Abstract:
In this curriculum dialogue session, a group of multiethnic researchers explores their and other ethnic minority students’ experience language, culture, identity and power in-between China, Costa Rica, Turkey, Mexico, India, and the United States. Their research on language, culture, identity, and power experiences multiple challenges during pandemics (i.e., the COVID-19 pandemic, the pandemic of systemic racism, the economic crisis, and the climate crisis; Ladson-Billings, 2021) when white supremacy, anti-Black/anti-Latinx/anti Indigeneity/anti-Asian/anti-People of Color/anti-diaspora racism and pandemic, xenophobia, misogyny, homopophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience enables them to validate the cultural capital of immigrant and minoritized students as assets/funds of knowledge to inform their instructional practices and dispositions. Such experience encourages them to make a commitment to the empowerment of culturally and linguistically diverse students within formal and informal educational contexts. Such experience inspires them to develop culturally and linguistically relevant/responsive/sustaining/empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate culturally and linguistically inspirational learning environments and create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996). Multiple challenges and myriad possibilities for their research on language, culture, identity, and power are also discussed.
Claudia Martinez Georgia Southern University
Becoming a Mexican American in the U. S. South: An Autobiographical Narrative of Liberation
Bahar Mentch Georgia Southern University
A Cross-Cultural Narrative Inquiry into Three Turkish Women’s Experience of Cultures, Languages, and Identities in the U. S. South
Irina Tedrick Georgia Southern University/Savannah State University
Languages, Cultures, and Identities: Immersion Experiences of HBCU Students in a Study Abroad Program in Costa Rica
Yining Zhang Georgia Southern University
Power of Composite Fictional Narrative in Chinese Telenovela
Lopamudra Agarwal Georgia Southern University
Shaji Bright Georgia Southern University
Cross-Cultural Lives and Cross-Cultural Inquiries
Abstract:
In this curriculum dialogue session, a group of multiethnic researchers explores their and other ethnic minority students’ experience language, culture, identity and power in-between China, Costa Rica, Turkey, Mexico, India, and the United States. Their research on language, culture, identity, and power experiences multiple challenges during pandemics (i.e., the COVID-19 pandemic, the pandemic of systemic racism, the economic crisis, and the climate crisis; Ladson-Billings, 2021) when white supremacy, anti-Black/anti-Latinx/anti Indigeneity/anti-Asian/anti-People of Color/anti-diaspora racism and pandemic, xenophobia, misogyny, homopophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience enables them to validate the cultural capital of immigrant and minoritized students as assets/funds of knowledge to inform their instructional practices and dispositions. Such experience encourages them to make a commitment to the empowerment of culturally and linguistically diverse students within formal and informal educational contexts. Such experience inspires them to develop culturally and linguistically relevant/responsive/sustaining/empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate culturally and linguistically inspirational learning environments and create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996). Multiple challenges and myriad possibilities for their research on language, culture, identity, and power are also discussed.
Room 107
Instruments of Oppression and the "I'm" discussion
Matt Cook Mercer University
Behavioral Objectives as Instruments of Oppression
Eisner (1967) highlights the dangers of behavioral objectives and suggests that curriculum
development is more of an art than a science. In doing so, he alludes to the way that behavioral
objectives have reshaped learning by eliminating possibilities for creativity and what Dewey
(1909/2009) refers to as reflective thought. As such, behavioral objectives form the structure of what
Friere (1970/2012) calls the banking system of education. The banking system prevents independent
thought among students and perpetuates inequalities which exist in education. This paper traces the
historical roots of behavioral objectives from Bobbitt, Thorndike, Tyler, and Bloom while using a critical
approach to examine objectives as instruments of oppression. Michael Apple (2012) explains how
knowledge established through a nationalized curriculum becomes the catalyst to those in power
marginalizing groups seen as “other”. Similarly, this paper argues that the very nature of behavioral
objectives limit the capacity of educators to make independent curricular decisions and ultimately
prevents Freire’s notion of independent thinking as an avenue to resist oppression. Taken in context of
decisions by Florida Governor Ron Desantis and other conservatives to limit certain topics in the
classroom, behavioral objectives then transform the enacted curriculum into vessels of power through
the deliberate and forced ignorance of students.
Justin Spencer Mercer University
Putting Dessoul in front of Descartes
Rene Descartes famously declared, “I think; therefore, I am.” In doing so, the concept of Cartesian
dualism was born–the mind as a silo separated from all else. This concept can be traced through
various learning theories, but all fall short. A plethora of curriculum theorists have since examined
Cartesian logic, finding it inaccurate. Dewey’s pragmatist approach and reflective inquiry can help better
understand the fallacy of this logic, but it is not enough. Although the more modern ideas of
embodiment and entanglement willingly explore what is at the heart of thinking, learning, and
curriculum, they do not dive deep enough. What is missing is a true dis-covery of the soul of the matter.
Soul may be ever-changing, fluid, and messy, causing some to avoid the risk of such an endeavor. What
curriculum theory needs is a deeper investigation of the “I am” in Descartes’ famous words. Not just an
exploration of the “I am” for teachers, but a co-constitutive journey of soul for educators and students
where both become empowered learners and teachers. A certain emphasis need be placed on the
becoming and the empowerment found in a soulful approach to curriculum theory. If the process can
begin with educators, they can inspire and guide students. As the students dis-cover their own “I am,”
they can help further inspire teachers, resulting in more than just freedom from silos. This paper takes
a first step into the investigation of the “I am,” and offers what may be found there.
Behavioral Objectives as Instruments of Oppression
Eisner (1967) highlights the dangers of behavioral objectives and suggests that curriculum
development is more of an art than a science. In doing so, he alludes to the way that behavioral
objectives have reshaped learning by eliminating possibilities for creativity and what Dewey
(1909/2009) refers to as reflective thought. As such, behavioral objectives form the structure of what
Friere (1970/2012) calls the banking system of education. The banking system prevents independent
thought among students and perpetuates inequalities which exist in education. This paper traces the
historical roots of behavioral objectives from Bobbitt, Thorndike, Tyler, and Bloom while using a critical
approach to examine objectives as instruments of oppression. Michael Apple (2012) explains how
knowledge established through a nationalized curriculum becomes the catalyst to those in power
marginalizing groups seen as “other”. Similarly, this paper argues that the very nature of behavioral
objectives limit the capacity of educators to make independent curricular decisions and ultimately
prevents Freire’s notion of independent thinking as an avenue to resist oppression. Taken in context of
decisions by Florida Governor Ron Desantis and other conservatives to limit certain topics in the
classroom, behavioral objectives then transform the enacted curriculum into vessels of power through
the deliberate and forced ignorance of students.
Justin Spencer Mercer University
Putting Dessoul in front of Descartes
Rene Descartes famously declared, “I think; therefore, I am.” In doing so, the concept of Cartesian
dualism was born–the mind as a silo separated from all else. This concept can be traced through
various learning theories, but all fall short. A plethora of curriculum theorists have since examined
Cartesian logic, finding it inaccurate. Dewey’s pragmatist approach and reflective inquiry can help better
understand the fallacy of this logic, but it is not enough. Although the more modern ideas of
embodiment and entanglement willingly explore what is at the heart of thinking, learning, and
curriculum, they do not dive deep enough. What is missing is a true dis-covery of the soul of the matter.
Soul may be ever-changing, fluid, and messy, causing some to avoid the risk of such an endeavor. What
curriculum theory needs is a deeper investigation of the “I am” in Descartes’ famous words. Not just an
exploration of the “I am” for teachers, but a co-constitutive journey of soul for educators and students
where both become empowered learners and teachers. A certain emphasis need be placed on the
becoming and the empowerment found in a soulful approach to curriculum theory. If the process can
begin with educators, they can inspire and guide students. As the students dis-cover their own “I am,”
they can help further inspire teachers, resulting in more than just freedom from silos. This paper takes
a first step into the investigation of the “I am,” and offers what may be found there.
11:30 - 12:45 p.m.
Room 222
Centering Black Experiences: Qualitative Explorations of Outdoor Leisure, Girlhood, and Code Switching
Chair: Peggy Shannon-Baker Georgia Southern University
Co-Discussant: LaToya Stackhouse, Ed.D. Gordon State College
Co-Discussant: LaToya Stackhouse, Ed.D. Gordon State College
Sharifa Ned Georgia Southern University
Eco-Fear: Blacks in the South and Outdoor Leisure
Kisha Mitchell Georgia Southern University
Do you believe in Magic? Examining Anti-Racist practices with Black Girls in School
Jasmine Hubbard Georgia Southern University
Code Switching: A Lens Through the Life of a Black Woman
Abstract:
What is it like to be Black and outside? For Black girls in school? For Black women in the workplace versus their day-to-day activities? The purpose of this panel is to explore nuances to different Black experiences based on several applied research projects from EDUR 9232: Advanced Qualitative Research (Spring 2023 with Dr. Shannon-Baker). The first paper explores the often alluded to yet not discussed topic of Eco-fear in the Black community in terms of participating in outdoor leisure activities like hiking, fishing, camping, boating, swimming, and skiing. The second paper shares Black women’s reflections on the (dis)comfort and (dis)connection they have in their interactions with the teachers in grade school. The third paper examines a Black woman’s experiences with code switching as a way to change part of her identity in order to be more accepted in the professional world and daily life. As a whole, this panel confronts historical and contemporary forms of racism and particularly misogynoir in the outdoors, schooling, and the workplace.
Eco-Fear: Blacks in the South and Outdoor Leisure
Kisha Mitchell Georgia Southern University
Do you believe in Magic? Examining Anti-Racist practices with Black Girls in School
Jasmine Hubbard Georgia Southern University
Code Switching: A Lens Through the Life of a Black Woman
Abstract:
What is it like to be Black and outside? For Black girls in school? For Black women in the workplace versus their day-to-day activities? The purpose of this panel is to explore nuances to different Black experiences based on several applied research projects from EDUR 9232: Advanced Qualitative Research (Spring 2023 with Dr. Shannon-Baker). The first paper explores the often alluded to yet not discussed topic of Eco-fear in the Black community in terms of participating in outdoor leisure activities like hiking, fishing, camping, boating, swimming, and skiing. The second paper shares Black women’s reflections on the (dis)comfort and (dis)connection they have in their interactions with the teachers in grade school. The third paper examines a Black woman’s experiences with code switching as a way to change part of her identity in order to be more accepted in the professional world and daily life. As a whole, this panel confronts historical and contemporary forms of racism and particularly misogynoir in the outdoors, schooling, and the workplace.
Room 106
Narrating a Decade of Itinerant Curriculum Theory: Decolonial Praxes, Theories, and Histories
Jim Jupp University of Texas-Rio Grande Valley
In this autobiographical essay, I explore my engagement with itinerant curriculum theory (Paraskeva, 2018, 2021, 2022). Itinerant curriculum theory (ICT), by definition, refers to the elaborated in situ practice of critical theory by students, teachers, librarians, or activist educators in transnational-yet-local contexts within distinct bioregions. ICT is an emergent area of curriculum theorizing with at least four contributions/re-articulations. ICT (a) emphasizes historicized work through colonial relations of the past that continue into the present, and therefore, newly advances Freire’s reconceptualization (1970/2002; 1992) of curricular-pedagogical work from the revolutions of the 60s and 70s; (b) understands the practice of curriculum as inherently political-conflictive, and therefore, curricular-pedagogical work provides an ideal area for subversive, activist, and ideological intervention projects; (c) articulates transnational critical theory with historical-local realities, and therefore, emphasizes local critical-activist work as much as analectic theoretical-intellectual generations; and, (d) proposes a bioregional analectic critical theory, and therefore, amplifies contextualized Global South critical theory in action, not a static-bureaucratic “theoretical frameworks,” but rather a sliding critical hermeneutic. I think ICT’s emergent contributions are key for engaging in local-yet-transnational critical work, iterative practices, and auto-critique. The purpose with my essay is to narrate ICT’s developing dimensions as part of my own critical subjectivations processes, also advancing ICT as site of situated, iterative and developing criticalities and reflexivities.
In this autobiographical essay, I explore my engagement with itinerant curriculum theory (Paraskeva, 2018, 2021, 2022). Itinerant curriculum theory (ICT), by definition, refers to the elaborated in situ practice of critical theory by students, teachers, librarians, or activist educators in transnational-yet-local contexts within distinct bioregions. ICT is an emergent area of curriculum theorizing with at least four contributions/re-articulations. ICT (a) emphasizes historicized work through colonial relations of the past that continue into the present, and therefore, newly advances Freire’s reconceptualization (1970/2002; 1992) of curricular-pedagogical work from the revolutions of the 60s and 70s; (b) understands the practice of curriculum as inherently political-conflictive, and therefore, curricular-pedagogical work provides an ideal area for subversive, activist, and ideological intervention projects; (c) articulates transnational critical theory with historical-local realities, and therefore, emphasizes local critical-activist work as much as analectic theoretical-intellectual generations; and, (d) proposes a bioregional analectic critical theory, and therefore, amplifies contextualized Global South critical theory in action, not a static-bureaucratic “theoretical frameworks,” but rather a sliding critical hermeneutic. I think ICT’s emergent contributions are key for engaging in local-yet-transnational critical work, iterative practices, and auto-critique. The purpose with my essay is to narrate ICT’s developing dimensions as part of my own critical subjectivations processes, also advancing ICT as site of situated, iterative and developing criticalities and reflexivities.
Project XV Museum: Using History to Resist Right-Wing Amnesia Politics
Julie Webber Illinois State University
This paper will focus on a recent addition to Central Illinois, The Project XV Museum which is housed at the original barber shop owned by the first black man to vote in Illinois, David Strother. The project is one of the many around the state of Illinois that can talk back to conservative movements that seek to silence the histories of minorities and women around the country. The museum seeks to expand its focus to women’s voting histories, among others. Specifically, this paper outlines a project for my fall class, Women and Politics, where students will be assigned a historical figure or movement and asked to undertake archival research in Central Illinois and help prepare museum exhibits around these figures. Working with the directors of Project XV, we hope to produce several tutorials that can be rotated around the museum. This is also part of a participatory action research project that I am currently undertaking to provide local communities with knowledge they want, delivered the way they want it.
1:00 -2:15 p.m.
Room 222
Spaces of Dissent in the Minefield of Education Censorship
Chair: Diana Bishop Cobb County School District
Dawn Whipple Cobb County School District
Jay Wamsted Cobb County School District
Abstract:
Between January 2022 and February 2023, over 100 educational censorship bills targeting "divisive" topics have been introduced in state legislatures (Friedman, Sachs, Young, & LaFrance; 2023). About a quarter of these bills include the threat of criminal charges against teachers and librarians. These “divisive” topics as defined by President Trump’s Executive Order 13950 of September 2020 prohibit “offensive and anti-American” topics suggesting the United States is “inherently sexist and racist.” Some state legislatures have responded by introducing legislation which bars schools from curriculum which makes “any individual feel discomfort, guilt, anguish, or any other form of psychological district on account of the individual’s race or sex” or curriculum which does not always “present positive aspects of the United States and its heritage” (Connecticut Proposed Bill 280, 2023; Texas Proposed Bill 1804, 2023). Given these restrictions, much of America's history would require "white-washing" -- slavery, Jim Crow, the Chinese Exclusion Act, and the internment of Japanese Americans during World War (to name a few) would all be prohibited. Addressing issues of sexuality and gender identification including the use of students' and teachers' preferred pronouns would also be taboo (Florida HB 1069). With public educators facing increased scrutiny, censorship, and criminal punishment; how do teachers provide places and spaces for dissent in the classroom? Do they engage in self-censorship (Foucault, 1977)? Or create spaces and places for “creative insubordination”? Our panel of public school teachers will discuss how educators are navigating the political mine field in public schools and providing opportunities for teachers and students to find spaces of resistance and empowerment.
Between January 2022 and February 2023, over 100 educational censorship bills targeting "divisive" topics have been introduced in state legislatures (Friedman, Sachs, Young, & LaFrance; 2023). About a quarter of these bills include the threat of criminal charges against teachers and librarians. These “divisive” topics as defined by President Trump’s Executive Order 13950 of September 2020 prohibit “offensive and anti-American” topics suggesting the United States is “inherently sexist and racist.” Some state legislatures have responded by introducing legislation which bars schools from curriculum which makes “any individual feel discomfort, guilt, anguish, or any other form of psychological district on account of the individual’s race or sex” or curriculum which does not always “present positive aspects of the United States and its heritage” (Connecticut Proposed Bill 280, 2023; Texas Proposed Bill 1804, 2023). Given these restrictions, much of America's history would require "white-washing" -- slavery, Jim Crow, the Chinese Exclusion Act, and the internment of Japanese Americans during World War (to name a few) would all be prohibited. Addressing issues of sexuality and gender identification including the use of students' and teachers' preferred pronouns would also be taboo (Florida HB 1069). With public educators facing increased scrutiny, censorship, and criminal punishment; how do teachers provide places and spaces for dissent in the classroom? Do they engage in self-censorship (Foucault, 1977)? Or create spaces and places for “creative insubordination”? Our panel of public school teachers will discuss how educators are navigating the political mine field in public schools and providing opportunities for teachers and students to find spaces of resistance and empowerment.
Room 106
Dissertation Works-in-Progress: Composite Counterstories~Memoir~Oral Histories~Testimonios as Methodology
Chair: Ming Fang He
Dissertation Works-in-Progress: Composite Counterstories~Memoir~Oral Histories~Testimonios as Methodology
Chair: Ming Fang He
Discussants:
William Schubert University of Illinois at Chicago
Peggy Shannon-Baker Georgia Southern University
Ming Fang He Georgia Southern University
Boni Wozolek Penn State University, Abington
Presentations:
Chanda Hadiman Georgia Southern University
Black Skin, Darkened Curriculum: The Black Children’s Experience of Mainstream Schooling in Racialized Systems in the U. S. South
Nicole Moss Georgia Southern University
A Memoir: Being Mixed, Black and Filipino, and Multiracial in the U. S. South Georgia Middle School
Laquanda Love Georgia Southern University
“Their Highest Potential:” Oral Histories of Willow Hill Elementary--A Historically Black School in Georgia
Brittany Jones-Turman Georgia Southern University
Counterstories: Black Male Teachers in Rural Georgia
Da’Veeda McClarkson Georgia Southern University
Pursuit of Happiness in Life and Education Through Value--Creating Pedagogy and Africana Womanism: The Emergence of a Black Lotus--A Memoir
Sadé Campbell Georgia Southern University
Cultivating Resilient Space for Black Women to Thrive: A Womanist Inquiry
Inga Cashon Georgia Southern University
From STEM to STEAM: What Happens When You Add the “A” to Create STEAM?
Darlene Williams Georgia Southern University
Shelly Lindsey Georgia Southern University
Alyx Buckner Georgia Southern University
Dissertation Works-in-Progress
Abstract:
This is a continuation of dialogue on pushing methodological boundaries as we continue to research on the counternarratives of curriculum of schools, neighborhoods, and communities in the U. S. South. In this session, a group of researchers present their dissertation works-in-progress. These researchers use composite counterstories (Solórzano & Yosso, 2002; Yosso, 2006; also, He & Ross, 2012; He, Ross, & Seay, 2015), memoir (Barrington, 1997; Birkerts, 2008; Ledoux, 1993; Roorbach, 2008; Zinsser, 1995, 2004), oral histories (Brown, 1988; Leavy, 2011; Ritchie, 2003); speculative memoir (Gonzales, 2022; also Barrington, 1997/2002; Ledoux, 2006; Zinsser, 1998); womanist methodologies (Maparyan, 2012); artsbased narrative inquiry (Barone & Eisner, 2012; He, 1999, 2003); personal~passionate~particiaptory inquiries (e.g., He & Phillion, 2008; Fine, 1991, 2003; Schultz, 2008; Tuck, 2012); and testimonies (e.g., Bernal, Burciaga, & Carmona, 2016) as forms of curriculum inquiry into a wide array of topics such as Black skin, darkened curriculum: the Black children’s experience of mainstream schooling in racialized systems in the U. S. South; a memoir: being mixed, Black and Filipino, and multiracial in the U. S. South Georgia middle school; oral histories of Willow Hill Elementary--a historically Black school in Georgia; educating Black males in Black-lives-matter movement space; counterstories: Back male teachers in rural Georgia; pursuit of happiness in life and education through value--creating pedagogy and Africana Womanism; cultivating resilient space for Black women to thrive: a Womanist inquiry; from STEM to STEAM: What happens when you add the “A” to create STEAM; personal~passionate~participatory inquiries into the experiences of post-rural-high-school graduates; and Latinx teachers on teaching: testimonies as methodology. These researchers explore creative ways to push methodological boundaries, perform dissertation writing and liberate academic writing by diving into life, writing into contradictions, and living against oppressions in schools, families, and communities in the U. S. South. Theoretical traditions and modes of expression are particularly explored. Innovative writings engendered from the inquiries will be demonstrated. Potentials, challenges, and future directions of creative inquiries and representations will be discussed.
2:30 – 3:45 p.m.
Room 222
Maus: Representation, Art, and Anti-semitism.
Chair: John Weaver Georgia Southern University
Daniel Chapman Georgia Southern University
Marla Morris Georgia Southern University
Abstract:
Art Speigelman when his two volume set of Maus was printed he referred to it as a ComiX. Based on
his recounting of his father's memory of surviving the Holocaust and living in the USA in the aftermath,
Spieglman's work as an art form. We will also discuss Maus within the context of continued Anti-
Semitism in the USA and other nations.
Marla Morris Georgia Southern University
Abstract:
Art Speigelman when his two volume set of Maus was printed he referred to it as a ComiX. Based on
his recounting of his father's memory of surviving the Holocaust and living in the USA in the aftermath,
Spieglman's work as an art form. We will also discuss Maus within the context of continued Anti-
Semitism in the USA and other nations.
Room 106
The Diversity Innovation Paradox and the Neuroscience of Trust: Ways to Get Away With DEI in the Current Climate
Liz Walker Georgia Southern University
This presentation shows ways to teach diversity equity and inclusion (DEI) that won't get you tagged as teaching Critical Race Theory, spending money on DEI efforts, or teaching DEI in blocked states. It is developed as a "train the trainers" presentation.
When I learned about The Diversity Innovation Paradox and The Neuroscience of Trust in a Duke CE Webinar with Dr. Vivienne Ming, it was life-changing. Never before could I figure out how to make DEI stick, until I found the research on this subject. And now that legislators are involved in outlawing DEI, it's more important than ever! It's imperative to 'get away' with teaching DEI, unbeknownst to lawmakers and to those we are teaching.
This presentation shows ways to teach diversity equity and inclusion (DEI) that won't get you tagged as teaching Critical Race Theory, spending money on DEI efforts, or teaching DEI in blocked states. It is developed as a "train the trainers" presentation.
When I learned about The Diversity Innovation Paradox and The Neuroscience of Trust in a Duke CE Webinar with Dr. Vivienne Ming, it was life-changing. Never before could I figure out how to make DEI stick, until I found the research on this subject. And now that legislators are involved in outlawing DEI, it's more important than ever! It's imperative to 'get away' with teaching DEI, unbeknownst to lawmakers and to those we are teaching.
4:00 - 5:15 p.m.
Room 222
Cartography, Necropolitics, and Curriculum Inquiry: A Conversation
Boni Wozolek Penn State University, Abington
Chair: Robert J. Helfenbein Mercer University
Chair: Robert J. Helfenbein Mercer University
Room 106
Learning to Educate After Being Taught to School
Caroline Whitcomb Augusta State University
Carlos Marshall Augusta University
Every year educators land in teaching environments outside their socioeconomic background and often outside their comfort zone. Marshall and Whitcomb posit years of classroom experience do not equate to educational fluency. Educational fluency, the ability to successfully educate in any school environment, is not taught in teacher education programs and is often not gleaned from classroom experience. This knowledge typically resides with the few teachers who know the community and find ways to educate beyond bureaucratic boundaries. In this presentation, Whitcomb, a white female veteran teacher, will share her teaching experience in a 97% Black middle school. Building from the earliest New England towns to the Freedom Schools of Mississippi, she will argue the value of community autonomy in education. Marshall, a Black Behavior Interventionist, known for his relationship with students and their community, will argue the practical necessity of subversive education, education that guides students beyond the intentional boundaries of the system. Based on ethnographic research with community elders, Marshall postulates additional teacher education must occur at every institution. All teachers must learn the intricacies, language, and spectrum of their school’s student body while engaging in and developing rapport with their educational community.
6:00 - until
Opening Reception
Susie King Taylor Center for Jubilee
and the Savannah Gallery of Slavery and Healing
422 W. 43rd St (Corner of Victory and MLK)
Heavy hors d'oeurves and beverages provided
Opening Reception
Susie King Taylor Center for Jubilee
and the Savannah Gallery of Slavery and Healing
422 W. 43rd St (Corner of Victory and MLK)
Heavy hors d'oeurves and beverages provided