Making a spectacle : examining curriculum/pedagogy as recovery from political trauma / edited by Megan Ruby, Oklahoma State University, Michelle Angelo-Rocha, University of South Florida, Mark Hickey, Oklahoma State University, Vonzell Agosto, University of South Florida.

Format:

Book

Contributor:

Ruby, Megan, editor.

Angelo-Rocha, Michelle, editor.

Hickey, Mark, editor.

Agosto, Vonzell, editor.

Series:

Curriculum and pedagogy series.

Curriculum and pedagogy

Language:

English

Subjects (All):

Education--Curricula--United States.

Education.

Curriculum change--United States--Political aspects.

Curriculum change.

Educational equalization--United States.

Educational equalization.

Critical pedagogy--United States.

Critical pedagogy.

Physical Description:

1 online resource (127 pages).

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., [2020]

Summary:

"This book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume opens the door for a dialog not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. We used this as an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality. We present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society"-- Provided by publisher.

Contents:

Introduction

Section I. Recovery from political trauma through resistance

Chapter 1. Performing nepantla: Spanglish as visual art practice in the rio grande valley borderlands / Joellyn Sanchez, Ivan Cantu, Monica Varela, Maricela Casas, Maritzabel Salinas and Christen Sperry García

Chapter 2. Reflecting back / Kelly P. Staniunas

Chapter 3. Living art out loud: Performances at the texas tech university public art collection / G. Dean McBride

Chapter 4. Pluribus vs. Unum as values in citizenship education / Eleni Mousena

Section II. Issues surrounding American gun violence and its normalization in schools

Chapter 5. Only a drill / Emily Marie Passos Duffy

Chapter 6. Caught in the political machine: Educators and active-shooter drills / Jessica O'Brien and Vonzell Agosto

Chapter 7. So used to trauma, so calm / Samuel J. Tanner

Chapter 8. Grant, martin, garner, rice, and teaching on / Brian Gibbs

Section III. Healing political trauma through art expression

Chapter 9. Restorative (re) creation(s): Releasing thoughts and perspectives through counter-cartography / Bretton A. Varga and Kiara Flores

Chapter 10. When the airborne toxic event broke new orleans' levees / David R. Fisher

Chapter 11. The critical, posthumanities as a lens for curriculum theorizing: Trauma-informed curriculum in a more-than-human, more-than-critical world / Mary Newbery

Section IV. Lived experiences with political trauma survivors

Chapter 12. Reflection: Recently arrived

still under-served: Language learning and teaching in the shadows / Michelle Angelo-Rocha, Lisa Armstrong, Ann Marie Mobley, and Dionne Davis

Chapter 13. Intentional caregiving through love and cariño: Mixed status families responding to issues of ice and im/migration / Larisa Callaway-Cole

Chapter 14. Reflection: A testimonio of political trauma: Coyote meets his match / Paul Perez-Jimenez

Chapter 15. Patrick stays silent: East African refugee transition in American education / Michaela Inks

Chapter 16. Reflection: Forced normalcy as political trauma for students with disabilities / Caitlin Sweetapple

Chapter 17. Reflection: Parent cafe reflections / Matthew Bradley and Maura Sellars

Section V. Political aftermath and creating space for recovery/healing

Chapter 18. Neutrality as lightning rod: Contextualizing teachers' experiences in the 2016 election aftermath / Erin Dyke, Jinan El Sabbagh, Sarah Gordon, and Jennifer Job

Chapter 19. Make america great for once (magfo) / Chantae D. Still

Chapter 20. Renegade teachers: Deconstructing heteronormative narratives in the classroom / Mark Hickey, Jinan El Sabbagh, and Megan Ruby

Chapter 21. Reflection: Sisyphus with a smile: On finding momentum through political trauma in education / Nadia Khan-Roopnarine

Chapter 22. We are still here: (not) teaching disruption, interruption, resistance, and the creation of change / Brian Gibbs and Kristin Papoi

Chapter 23. Society's gate keepers / Jose Cordon

Section VI. More than a label: Empowerment in creating space in higher education

Chapter 24. Black academic resistance: A visual arts approach to empirical research / Asha Omar

Chapter 25. A mirror / Sarrah Grubb

Chapter 26. Reflection: Inertia and pa'delante / Freyca Calderon-Berumen and Miryam Espinosa-Dulanto. About the Contributors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

1-64802-156-5