Pushing Methodological Boundaries: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
Titles of Presentations in a Panel
Please list the following individual presentation titles within the session. Thanks!
Presentation #1:
Pushing Methodological Boundaries to Represent Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
Ming Fang He and Sabrina Ross, Georgia Southern University
Presentation #2:
Critical Race Slave Narrative
Samantha Awala (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Samantha Awala”)
Presentation #3:
Counternarratives of the Education of Blacks in the U. S. South: Critical Race Narrative
Kimberly L. Hollis (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Kimberly Hollis" )
Presentation #4:
Memoir of a Mad Teacher: Womanist Currere:
Alexine Holmes (Teacher & Doctoral Candidate in Curriculum Studies; Email: Alexine Holmes ah04636@georgiasouthern.edu)
Presentation #5:
Curriculum Between Borders: Critical Geography and Critical Disability Studies
Kristen Denney (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Kristen Denney” )
Presentation #6:
Blackness in the Multiracial World: Multiracial Narrative Inquiry
Michael Williams (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Michael Williams” mw04697@georgiasouthern.edu)
Presentation #7:
Critical Race Oral Histories of A Black School in Georgia
Marquez Hall (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Marquez Hall” )
Presentation #8:
Poetics of Curriculum, Poetics of Life, Poetics of Arts Based Inquiry
Mary-Elizabeth Vaquer (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Mary-Elizabeth Vaquer” )
Presentation #9:
Reconceptualizing Science Curriculum: Social Justice and Life of Henrietta Lacks
Dana McCullough (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Dana McCulloug” < dmccullough@ccboe.net >)
Presentation #10:
Revolutionary Solitude: Teachers as Public Intellectuals
Stacey Brown (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Stacey Brown < stacey.brown@ccboe.net >)
Presentation #11:
Curriculum of Place: Critical Geographical Currere
Anna Waddell (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Anna Waddell" aw03960@georgiasouthern.edu)
Presentation #12:
Art of Fiction in Research on Life in Schools in an Era of Accountability, Standardization, and Commodification
Nicole Nolasco (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Nicole Nolasco” nbrants@gmail.com)
Presentation #13:
Memoir: Invent the Counternarratives of Teachers’ Life in Schools and Societies in an Era of Accountability, Standardization, and Commodification
Angela Pieniaszek (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Angela Pieniaszek” apieniaszek@gmail.com)
Presentation #14:
Elementary School Teachers’ Stories of Life in an Era of Accountability, Standardization, and Commodification
Allison Beasley(Teacher & Doctoral Candidate in Curriculum Studies; Email: “Allison Beasley” <allisonhbeasley@hotmail.com>)
Presentation #15:
Teachers’ Stories of Life in Schools, Neighborhoods, and Communities in the U. S. South
Elizabeth McCall (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Elizabeth McCall” <bmccall@wayne.k12.ga.edu>)
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. 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.
Presentation Description
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. 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.
Keywords
pushing methodological boundaries, counternarratives of curriculum, schools, neighborhoods, and communities in the U. S. South
Location
Magnolia Room C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
He, Ming Fang, "Pushing Methodological Boundaries:
Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South" (2015). Curriculum Studies Summer Collaborative. 22.
https://digitalcommons.georgiasouthern.edu/cssc/2015/2015/22
Pushing Methodological Boundaries: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South
Magnolia Room C
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. 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.