Individual Presentation or Panel Title

Turning Dissertations into Books: Works-in-Progress

Titles of Presentations in a Panel

Series Editors: William Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University

Prospective Authors & Their Prospective Books:

[Mikell, Cynthia. (2016). Reaping what you sow: Southern culture, Black traditions, and Black women. Charlotte, NC: Information Age Publishing.]

[Haynes, Angela. (2016). A quiet awakening: Spinning yarns from granny’s table in the NEW rural South. Charlotte, NC: Information Age Publishing.]

[Pantin, Michel M. (2016). Nappy roots, split ends, and new growth: An autobiographical inquiry of the experience of a Black female educator, no lye. Charlotte, NC: Information Age Publishing.]

[Mabray, Stacey N. (2016). Rainbow in the clouds: Oral histories of Black homosexual male graduates’ experience of schooling in Augusta Georgia. Charlotte, NC: Information Age Publishing.]

[Anthony, Jacquelyn. (2016). Memoir of a Black woman social worker: Re-collections on Black women parenting and parental involvement in the education of Black children. Charlotte, NC: Information Age Publishing.]

[Sun, Jing. (2016). Contemporary urban youth culture in China: A multiperspectival cultural studies of internet subcultures. Charlotte, NC: Information Age Publishing.]

[Seay, Katrana M. (2016). And then the wall rose: Counter narratives of Black males’ experience of elementary schooling in urban Georgia. Charlotte, NC: Information Age Publishing.]

Presenter Information

Ming Fang He, mingfhe88Follow

Abstract

This is a works-in-progress session where multiethnic practitioner researchers in the Ed. D. in Curriculum Studies Program at Georgia Southern explore creative ways to dive into life, write into contradictions, and turn dissertations into books derived from programs of research on the life of schools, families, and communities in the U. S. South. The book series editors will work with prospective authors from diverse research paradigms on multiple forms of inquiry and representation in educational research. The book series editors will work with prospective authors particularly on the cultural, linguistic, and political poetics of personal, community, and historical narrative to liberate academic writing. The potentials, contributions, concerns, and future directions of various inquiries and representations are also discussed. Specifically, the book series editors will work with the prospective authors chapter by chapter. Published books in the series will be used as examples for the prospective authors as they compose a book prospectus, a mission statement, market questionnaires, book contract, and any other relevant documents for the submission of book manuscripts to the book series editors. The purpose of this work session is to explore creative ways to write about research and to recognize the importance of, and ways of engaging in such writing to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into social and educational change.

Book Series:

Schubert, W. H., & He, M. F. (Series Eds.)(2008). Landscapes of education. Charlotte, NC: Information Age Publishing.

Series Editors: William Schubert, University of Illinois at Chicago

Published Books in the Series:

[Schubert, W. H. (2009). Love, justice, and education: John Dewey and the utopians (Premiere Volume). Charlotte, NC: Information Age Publishing.]

[Schultz, Brian D. (Ed.). (2011). Listening to and learning from students: Possibilities for teaching, learning, and curriculum (Volume 2). Charlotte, NC: Information Age Publishing.]

[Provenzo Jr., Eugene F. Goodwin, Amanda, & Lipsky, Miriam. (Eds.). (2011). Multiliteracies: Beyond text and the written word (Volume 3). Charlotte, NC: Information Age Publishing.]

[Whitlock, R. U. (2013). Queer South rising: Voices of a contested place (Volume 4). Charlotte, NC: Information Age Publishing.]

[Lake, Robert. (2013). A curriculum of imagination in an era of standardization: An imaginative dialogue with Maxine Greene and Paulo Freire (Volume 5). Charlotte, NC: Information Age Publishing.]

[Nettles, Saundra M. (2013). Necessary spaces: Experiences of African American children in Southern neighborhoods (Volume 6). Charlotte, NC: Information Age Publishing.]

[Tillett, Wade. (2015). Living the questions. Charlotte, NC: Information Age Publishing.]

[Swartz, Ronald. (2015). From Socrates to Summerhill and beyond: Towards an educational philosophy for personal responsibility. Charlotte, NC: Information Age Publishing.]

[Chan, Elaine. (2015). Dragons in school hallways: Culture and curriculum intersecting on a school landscape in transition. Charlotte, NC: Information Age Publishing.] Book Series

He, M. F., & Phillion, J. (Series Eds.)(2008). Research for social justice: Personal~passionate~participatory inquiry. Charlotte, NC: Information Age Publishing.

Series Editor: Ming Fang He, Georgia Southern University

Published Books in the Series:

[He, M. F., & Phillion, J. (Eds.). (2008). Personal~passionate~participatory inquiry into social justice in education (Premiere Volume). Charlotte, NC: Information Age Publishing.]

[Carger, C. L. (2009). Dreams deferred: Dropping out and struggling forward (Volume 2). Charlotte, NC: Information Age Publishing.]

[Rodriguez, Eloisa. (2012). Esperanza school: A grassroots community school in Honduras

(Volume 3). Charlotte, NC: Information Age Publishing.]

[Cameron, Jeanne. (2012). Canaries Reflect on the Mine: Dropouts’ Stories of Schooling (Volume 4). Charlotte, NC: Information Age Publishing.]

[Sharma, S., Phillion, J., Rahatzad, J., & Sasser, H. L. (2014) Internationalizing teacher education for social justice: Theory, research, and practice (Volume 5). Charlotte, NC: Information Age Publishing.]

[Janis, Sonia E. (2016). Are you mixed? A war bride’s granddaughter’s narrative of lives in-between contested race, gender, class, and power. Charlotte, NC: Information Age Publishing.]

[Marina, B. L. H, & Ross, S. (2016). Beyond retention: Cultivating spaces of equity, justice, and fairness for women of color in U.S. higher education. Charlotte, NC: Information Age Publishing.]

[Schlein, Candace, & Garii, Barbara. (Eds.)(2016). Critical intercultural teaching and learning reader. Charlotte, NC: Information Age Publishing.]

Presentation Description

This is a works-in-progress session where multiethnic practitioner researchers in the Ed. D. in Curriculum Studies Program at Georgia Southern explore creative ways to dive into life, write into contradictions, and turn dissertations into books derived from programs of research on the life of schools, families, and communities in the U. S. South. The book series editors will work with prospective authors from diverse research paradigms on multiple forms of inquiry and representation in educational research. The book series editors will work with prospective authors particularly on the cultural, linguistic, and political poetics of personal, community, and historical narrative to liberate academic writing. The potentials, contributions, concerns, and future directions of various inquiries and representations are also discussed. Specifically, the book series editors will work with the prospective authors chapter by chapter. Published books in the series will be used as examples for the prospective authors as they compose a book prospectus, a mission statement, market questionnaires, book contract, and any other relevant documents for the submission of book manuscripts to the book series editors. The purpose of this work session is to explore creative ways to write about research and to recognize the importance of, and ways of engaging in such writing to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into social and educational change.

Keywords

Works-in-progress, Multiethnic practitioner researchers, Turning dissertations into books, Pushing methodological boundaries, Counternarratives of curriculum, Schools, Neighborhoods, Communities in the U. S. South

Location

Talmadge

Publication Type and Release Option

Presentation (Open Access)

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Jun 10th, 2:15 PM Jun 10th, 3:30 PM

Turning Dissertations into Books: Works-in-Progress

Talmadge

This is a works-in-progress session where multiethnic practitioner researchers in the Ed. D. in Curriculum Studies Program at Georgia Southern explore creative ways to dive into life, write into contradictions, and turn dissertations into books derived from programs of research on the life of schools, families, and communities in the U. S. South. The book series editors will work with prospective authors from diverse research paradigms on multiple forms of inquiry and representation in educational research. The book series editors will work with prospective authors particularly on the cultural, linguistic, and political poetics of personal, community, and historical narrative to liberate academic writing. The potentials, contributions, concerns, and future directions of various inquiries and representations are also discussed. Specifically, the book series editors will work with the prospective authors chapter by chapter. Published books in the series will be used as examples for the prospective authors as they compose a book prospectus, a mission statement, market questionnaires, book contract, and any other relevant documents for the submission of book manuscripts to the book series editors. The purpose of this work session is to explore creative ways to write about research and to recognize the importance of, and ways of engaging in such writing to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into social and educational change.

Book Series:

Schubert, W. H., & He, M. F. (Series Eds.)(2008). Landscapes of education. Charlotte, NC: Information Age Publishing.

Series Editors: William Schubert, University of Illinois at Chicago

Published Books in the Series:

[Schubert, W. H. (2009). Love, justice, and education: John Dewey and the utopians (Premiere Volume). Charlotte, NC: Information Age Publishing.]

[Schultz, Brian D. (Ed.). (2011). Listening to and learning from students: Possibilities for teaching, learning, and curriculum (Volume 2). Charlotte, NC: Information Age Publishing.]

[Provenzo Jr., Eugene F. Goodwin, Amanda, & Lipsky, Miriam. (Eds.). (2011). Multiliteracies: Beyond text and the written word (Volume 3). Charlotte, NC: Information Age Publishing.]

[Whitlock, R. U. (2013). Queer South rising: Voices of a contested place (Volume 4). Charlotte, NC: Information Age Publishing.]

[Lake, Robert. (2013). A curriculum of imagination in an era of standardization: An imaginative dialogue with Maxine Greene and Paulo Freire (Volume 5). Charlotte, NC: Information Age Publishing.]

[Nettles, Saundra M. (2013). Necessary spaces: Experiences of African American children in Southern neighborhoods (Volume 6). Charlotte, NC: Information Age Publishing.]

[Tillett, Wade. (2015). Living the questions. Charlotte, NC: Information Age Publishing.]

[Swartz, Ronald. (2015). From Socrates to Summerhill and beyond: Towards an educational philosophy for personal responsibility. Charlotte, NC: Information Age Publishing.]

[Chan, Elaine. (2015). Dragons in school hallways: Culture and curriculum intersecting on a school landscape in transition. Charlotte, NC: Information Age Publishing.] Book Series

He, M. F., & Phillion, J. (Series Eds.)(2008). Research for social justice: Personal~passionate~participatory inquiry. Charlotte, NC: Information Age Publishing.

Series Editor: Ming Fang He, Georgia Southern University

Published Books in the Series:

[He, M. F., & Phillion, J. (Eds.). (2008). Personal~passionate~participatory inquiry into social justice in education (Premiere Volume). Charlotte, NC: Information Age Publishing.]

[Carger, C. L. (2009). Dreams deferred: Dropping out and struggling forward (Volume 2). Charlotte, NC: Information Age Publishing.]

[Rodriguez, Eloisa. (2012). Esperanza school: A grassroots community school in Honduras

(Volume 3). Charlotte, NC: Information Age Publishing.]

[Cameron, Jeanne. (2012). Canaries Reflect on the Mine: Dropouts’ Stories of Schooling (Volume 4). Charlotte, NC: Information Age Publishing.]

[Sharma, S., Phillion, J., Rahatzad, J., & Sasser, H. L. (2014) Internationalizing teacher education for social justice: Theory, research, and practice (Volume 5). Charlotte, NC: Information Age Publishing.]

[Janis, Sonia E. (2016). Are you mixed? A war bride’s granddaughter’s narrative of lives in-between contested race, gender, class, and power. Charlotte, NC: Information Age Publishing.]

[Marina, B. L. H, & Ross, S. (2016). Beyond retention: Cultivating spaces of equity, justice, and fairness for women of color in U.S. higher education. Charlotte, NC: Information Age Publishing.]

[Schlein, Candace, & Garii, Barbara. (Eds.)(2016). Critical intercultural teaching and learning reader. Charlotte, NC: Information Age Publishing.]