Suchergebnisse

This is a continuation of dialogue on pushing boundaries in dissertation work as we continue to research on and write about the counternarratives of curriculum of schools, neighborhoods, and communities in the U. S. South. We explore creative ways to push methodological and representational boundaries to liberate dissertation writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual/graphic/multimedia presentations, reader's theater, spoken word, drama, and performance, the presenters will illustrate diverse forms of dissertation research and representations such as critical race narrative inquiry, critical geography/critical dis/ability studies, critical multiracial/mixed racial fictional auto/biographical inquiry, multiperspectival poetic inquiry, multiperspectival cultural studies, womanist currere, critical portraiture, memoir, fiction, oral history, documentary film, and painting. Innovative writings engendered from the inquiries will be demonstrated. Potentials, challenges, and future directions of creative inquiries and representations will be discussed. There are three purposes to this session. One purpose of this presentation is to share our experience of moving beyond methodological and representational boundaries to liberate dissertation writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. The second purpose is to explore creative ways to engage in and write about research and embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. Another purpose is to engage the audience from diverse research paradigms in discussions on how diverse forms of curriculum inquiry and modes of representation and expression help capture cultural, linguistic, and socio-political poetics of personal, community, and historical narrative; address pressing issues and contemporary concerns; make impact on practice, policy, and historical, social, political, economic, geographical, cultural, linguistic, and ecological contexts; and advance curriculum theorizing and praxis toward social justice. The potentials, challenges, and future directions of various inquiries and representations are also discussed. We begin with an overview of diverse forms of curriculum inquiry and modes of representation and expression with the intent to imagine and recognize possibilities to push methodological and representational boundaries to liberate dissertation writing. We then invigorate exploratory conversations on forms of inquiry modes of representation and expression that challenge traditional ways of engaging in, interpreting, and writing about research. We invite curriculum inquirers to engage in activist oriented research and writing, transcend inquiry boundaries, raise challenging questions, transgress orthodoxy and dogma, and research silenced narratives of underrepresented or disenfranchised individuals and groups with hearts and minds (Ayers, 2004, 2006; He & Ayers, 2008; hooks, 1994, 2003) to build a long term and heart felt participatory movement to promote cultural, linguistic, and ecological diversity and flourishing plurality of humanity (Schubert, 2009). The power of such inquiries and representations lies in its potential to locate experience within complex social, cultural, and linguistic contexts and enable researchers to dive into life and write into contradiction. Such inquiries and representations enable the researchers to develop a deeper understanding of cultural research phenomena, inquiry contexts, modes of inquiry, forms of representation, and possible educational and social changes engendered by research and writing. Such inquiries and representations thrive on the passionate involvement, commitment and advocacy of the researchers, and help cultivate hope and possibilities for better lives as experienced in diverse schools, families, and communities. Please list individual presentations within the session (see attached for details) Individual Presentations Within the Session: Presentation #1: Research on Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South Ming Fang He, Georgia Southern University Presentation #2: Research on the Lived Experience of Chinese International Students at a Non-Research I University in the U. S. South Yiming Jin, Georgia Southern University (TA & Doctoral Fellow in Curriculum Studies; Email: Yiming Jin, or ) Presentation #3: Counternarratives of Students with Significant Disabilities in One Rural Elementary School in Georgia Christy Howard, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christy Howard ) Presentation #4: Counterstories of African American Students in a Racialized School System in Georgia Chanda R. Hardiman, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Chanda R. Hardiman or ) Presentation #5: Culturally Contested Curriculum? Developing Culturally Sustaining Curriculum for the Classical Education of African American Students in an Urban Georgia Middle School Ellen M. Hotchkiss, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Ellen M. Hotchkiss ) Presentation #6: Como se dice Learning: A Critical Ethnographic Linguistic Inquiry into Successful Foreign Language Learners in A Suburban Southeastern US High School Kathleen E. Barbara, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Kathleen E. Barbara ) Presentation #7: Teaching with Passion: Indigenous Thought and Storywork Ashley E. West, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Ashley E. West ) Presentation #8: Culturally Contested Curriculum? Developing Culturally Sustaining Curriculum for the Classical Education of African American Students in an Urban Georgia Middle School Mary E. Negley, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Mary Negley or ) Presentation #9: Cross-Cultural Narrative Inquiry into the Experience of Chinese Ethnic Minority Teachers Studying in US Universities Ru Li, Georgia Southern University (TA, Instructor, & Doctoral Candidate in Curriculum Studies; Emails: Ru Li ) Presentation #10: Using Fiction in High School English Language Classrooms Eden A. Evans, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Eden A. Evans or ) Presentation #11: Languages, Cultures, and Identities: Experiences of HBCU Students in a Study Abroad Program in Costa Rica Irina Tedrick, Georgia Southern University (University Instructor & Doctoral Candidate in Curriculum Studies; Emails: Irina Tedrick or ) Presentation #12: Place, Space, and the Education of Auditory-Oral Deaf Students in the Inclusion Classrooms: A Teacher's Performative Memoir Tracy L. Edenfield, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Tracy L. Edenfield or ) Presentation #13: Teaching with Passion and Compassion: Stories of Successes, Obstacles, and Dreams of Dedicated Educators in Public Schools in Georgia Erin P. Scroggs, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Erin P. Scroggs or ) Presentation #14: Between "Suicide and Murder": Post-Structural Reflections on Language Learning, Power, and Alterity Jennifer J. Bowers, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Jennifer J. Bowers or ) Presentation #15: Exploring Unwanted Roads Traveled on the Curriculum Roadmap of Life Katherine F. Wyatt, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Katherine F. Wyatt or ) Presentation #16: Joys and Fears of A Black Mother Raising Her Son in the US South: A Memoir Alethea Coleman, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Alethea Coleman )