Surveying borders, boundaries, and contested spaces in curriculum and pedagogy / edited by Cole Reilly, Victoria Russell, Laurel K. Chehayl, Morna M. McDermott.

Format:

Book

Contributor:

Reilly, Cole, editor. .

Russell, Victoria, editor.

Laurel K. Chehayl, editor.

Morna M. McDermott, editor.

Series:

Curriculum and pedagogy series.

The curriculum and pedagogy series

Language:

English

Subjects (All):

Education--Social aspects--United States.

Education.

Education--Curricula--Social aspects--United States.

Critical pedagogy--United States.

Critical pedagogy.

Physical Description:

1 online resource (286 p.)

Edition:

1st ed.

Place of Publication:

Charlotte, N.C. : Information Age Pub., 2011.

Language Note:

English

Summary:

The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

Contents:

Acknowledgements

The james t. Sears award

Foreword: Cognitive imperialism and decolonizing research: Modes of transformation / Marie Battiste

Introduction: Putting it together

Section a. Theory and practice: (in)forming (trans)forming (re)forming

Chapter 4. Editing crew: More than just carets / Amy Shema

Chapter 5. Get real: Math in the real world / Erin M. Humphries

Chapter 6. Looking for june cleaver: Reclaiming equity in the high school English language arts classroom / David L. Humpal

Section b. Transcending the confines of inside(r)/ouside(r)

Chapter 7. Traveling curriculum's borders: Curricular implications for schools along the texas-mexico border / Jaime Lopez

Chapter 8. Navigating borderlands of accountability: An autoethnographic exploration / Melissa Castañeda

Chapter 9. Echoes down the rabbit hole: Voices heard and lost in the land of professional development schools / Victoria Russell

Section c. Translating silence and noise

Chapter 10. Power negotiations and race-centric, race-avoidant, and seemingly race-neutral academic tasks / Myosha McAfee

Chapter 11. To what extent am I Part of the problem?: Strategizing identity politics while instructing a multicultural teacher education course / Cole Reilly

Chapter 12. Dramatic encounters: The role of the private and public in understandings of social justice through conflict / Antonino Giambrone

Section d. Troubling capital and deficit

Chapter 13. Border inquiry / Melina Martinez

Chapter 14. The influence of West African languages on african American vernacular: Ebonics crisis in oakland, california revisited / Michael Takafor Ndemanu

Chapter 15. Literacy sin fronteras: Deconstructing borders for language and cultural inclusion / Elva Reza-López, Blanca Caldas Chumbes, and Christian Belden

Chapter 16. Anti-racist teacher education curriculum: Toward a reconceptualization of the racial framework of prospective teachers / Nicole V. Williams. Epilogue: A Funny Thing Happened on the Way to Editing this Book: Considering Borders & Boundaries Between "Public" & "Art" in Framing Arts-Based Education Research. Afterword: Something about Hats: Teaching, Researching, and Teaching Research for Understanding

About the editors

About the contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

1-61735-522-4

OCLC:

923176640