Thinking about Power and Schooling Through Educational Theorists

Titles of Presentations in a Panel

Discussants and Presenters

Discussant #1: William Schubert, Professor of Curriculum, U of Illinois at Chicago

Discussant #2: Min Yu, Wayne State University

Discussant #3: Christopher B. Crowley, Wayne State University

Discussant #4: Ming Fang He, Georgia Southern University

Discussant #5: Isabel Nuñez, Concordia University Chicago

Discussant #6: Michelle Bae-Dimitriadis, SUNY Buffalo State

Presenters:

Ming Fang He, Georgia Southern University

Saundra D. Echols, Georgia Southern University

Winona T. Hatcher, Georgia Southern University

Ellen M. Hotchkiss, Georgia Southern University

Gerald C. Nwachukwu, Georgia Southern University

Abdulrahman F. Alhawsali, Georgia Southern University

Rebecca J. Byrne, Georgia Southern University

Chanda R. Hardiman, Georgia Southern University

Tara L. Van Buskirk, Georgia Southern University

Emails of Discussants:

William Schubert, schubert@uic.edu

Min Yu, minyu@wayne.edu

Christopher B. Crowley, cbcrowley@wayne.edu

Ming Fang He, mfhe@georgiasouthern.edu

Isabel Nuñez, isabel.nunez@cuchicago.edu

Michelle Bae-Dimitriadis, baems@buffalostate.edu or suehbae@gmail.com

Emails of Presenters:

Ming Fang He, mfhe@georgiasouthern.edu or mingfhe88@gmail.com

Saundra D. Echols, se01813@georgiasouthern.edu or sdechols903@gmail.com

Winona T. Hatcher, wh02195@georgiasouthern.edu

Ellen M. Hotchkiss, eh03572@georgiasouthern.edu

Gerald C. Nwachukwu, gn00447@georgiasouthern.edu

Abdulrahman F. Alhawsali, aa06019@georgiasouthern.edu or Alhawsali1@gmail.com

Rebecca J. Byrne, rb0334@georgiasouthern.edu or rjobyrne@comcast.net

Chanda R. Hardiman, ch00663@georgiasouthern.edu or chanda_112@yahoo.com

Tara L. Van Buskirk, tv00612@georgiasouthern.edu or TaraVanBuskirk@gmail.com

Ming Fang He, mingfhe88Follow

Abstract

Multiethnic practitioner researchers explore issues of power and schooling in relation to curriculum studies in the South. We discuss how the articulation and examination of issues of power and schooling are illuminated in 20 key texts of prominent educational thinkers (e.g., Bell, 1992; Dewey, 1931; Foucault, 1977; Freire, 1970/1992, 1998; Giroux, 1998; Grande, 2004; hooks, 1994; Illich, 1972; Kozol, 1992, 1981/1993; Lee, 2012; Nussbaum, 2010; Palmer,1998; Saïd, 1994; Schubert, 2009; Takaki, 1993; Watkins, 2011; Whitehead, 1929/1957; Zinn, 1980/2003). We particularly explore how 20 educational thinkers cultivate critical consciousness through counternarratives to explore issues of power and schooling such as race, gender, class, power, and place to contest the official or metanarrative that often portrays disenfranchised individuals and groups as deficient and inferior. The counternarratives in 20 key texts help tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and encourage examination of the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression on the life curriculum in schools, neighborhoods, and communities in the South. There are six specific purposes to the session. One purpose is to understand multiple theories of power. A second purpose is to engage in power analyses and critiques of pedagogical practices. The third purpose is to engage in power analyses and critiques of institutions in contemporary schooling. The fourth purpose is to engage in power analyses and critiques of policies and contexts in contemporary schooling. The fifth purpose is to explore the contradictions and complexities of competing theories of power.


Presentation Description

In this interactive curriculum dialogue symposium, a group of multiethnic practitioner researchers in the Ed. D. in Curriculum Studies Program at Georgia Southern University explore issues of power and schooling in relation to curriculum studies in the South. We discuss how the articulation and examination of issues of power and schooling are illuminated in the 20 key texts of prominent educational thinkers (e.g., Bell, 1992; Foucault, 1977; Freire, 1970/1992; Kozol, 1992; Nussbaum, 2010; Palmer, 1998; Saïd, 1994; Schubert, 2009; Takaki, 1993; Watkins, 2011; Zinn, 1980/2003). We particularly explore how the 20 educational thinkers cultivate critical consciousness through counternarratives to explore issues of power and schooling such as race, gender, class, power, and place to contest the official or meta narrative that often portrays disenfranchised individuals and groups as deficient and inferior. The counternarratives in the 20 key texts help tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and encourage examination of the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South.

Keywords

Power, Schooling, Curriculum studies in the South, Educational thinkers, Critical consciousness, Counternarratives, Race, Gender, Class, Power, Place, Forms of oppression, The life curriculum in schools, Neighborhoods, Communities in the South

Location

Talmadge

Publication Type and Release Option

Presentation (Open Access)

This document is currently not available here.

Share

COinS
 
Jun 10th, 3:45 PM Jun 10th, 5:00 PM

Thinking about Power and Schooling Through Educational Theorists

Talmadge

Multiethnic practitioner researchers explore issues of power and schooling in relation to curriculum studies in the South. We discuss how the articulation and examination of issues of power and schooling are illuminated in 20 key texts of prominent educational thinkers (e.g., Bell, 1992; Dewey, 1931; Foucault, 1977; Freire, 1970/1992, 1998; Giroux, 1998; Grande, 2004; hooks, 1994; Illich, 1972; Kozol, 1992, 1981/1993; Lee, 2012; Nussbaum, 2010; Palmer,1998; Saïd, 1994; Schubert, 2009; Takaki, 1993; Watkins, 2011; Whitehead, 1929/1957; Zinn, 1980/2003). We particularly explore how 20 educational thinkers cultivate critical consciousness through counternarratives to explore issues of power and schooling such as race, gender, class, power, and place to contest the official or metanarrative that often portrays disenfranchised individuals and groups as deficient and inferior. The counternarratives in 20 key texts help tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and encourage examination of the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression on the life curriculum in schools, neighborhoods, and communities in the South. There are six specific purposes to the session. One purpose is to understand multiple theories of power. A second purpose is to engage in power analyses and critiques of pedagogical practices. The third purpose is to engage in power analyses and critiques of institutions in contemporary schooling. The fourth purpose is to engage in power analyses and critiques of policies and contexts in contemporary schooling. The fifth purpose is to explore the contradictions and complexities of competing theories of power.