Creating Spaces to Transform Social Justice Dissertation Research into Teaching Practice
Titles of Presentations in a Panel
1. Spaces of Transformation: Connections to Inform and Transform Students and Society with Social Justice (Dana McCullough; Teacher & Doctoral Candidate in Curriculum Studies; Email: “Dana McCullough” )
2.Making Noise for Solitude: Transformational Interruptions of Space for Social Justice (Stacey Brown; Teacher & Doctoral Candidate in Curriculum Studies; Email: “Stacey Brown” stacey.brown@ccboe.net)
3.Transformation Through Embracing the Counternarrative. (Cabrala Awala; Teacher & Doctoral Candidate in curriculum Studies; Email: “Samantha Awala” <awalasammi@hotmail.com>)
4.Looking at the Unseen: A Journey to the Places and Spaces of Invisible Disability (Kristen Denney; Teacher & Doctoral Candidate in Curriculum Studies; Email: “Kristen Denney”)
5. Anna Waddell Presentation #5: Seeking Identity Within Predetermination: Autobiography and the Study of Place (Anna Grace Waddell; Director of Education & Doctoral Candidate in Curriculum Studies; Email: "Anna Grace Waddell" )
Abstract
This interactive symposium brings together a group of practitioner researchers to explore ways to create spaces to transform social justice dissertation research into teaching practice as they live contested lives in schools, families, and communities in the U. S. South. Through visual, graphic, and multimedia presentations, reader’s theater, drama, and performance, these researchers demonstrate how their dissertation inquiries are infiltrating their daily teaching practices and how curriculum theory allows the noise/interruptions engendered from their personal lives and their teaching practice to challenge standardized and commodified curriculum, advocate for “disenfranchised, underrepresented, and invisible groups, and individuals, and create “spaces of transformation” to foster positive social and educational change. The potentials, challenges, and future directions of social justice inquiries are also explored.
Presentation Description
Together we share our experiences of personal transformation due to the interruption and noise of curriculum theory in our personal and professional lives. We explore creative ways to integrate our research as “noise” to engage students in reflections, writings, and educational practices. We demonstrate how our dissertation inquiries are infiltrating our daily teaching practices and how curriculum theory allows the noise/interruptions engendered from our personal lives and teaching practice to challenge standardized and commodified school curriculum, advocate for “disenfranchised, underrepresented, and invisible groups and individuals” (He & Phillion, 2008, p. 3), and create “spaces of transformation” (Serres, 1982, 2007, p. 14) to foster positive social and educational change.
Keywords
Curriculum Studies, Social Justice
Location
Magnolia Room C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
McCullough, Dana Compton; Brown, Stacey; Awala, Cabrala; Denney, Kristen; and Waddell, Anna Grace, "Creating Spaces to Transform Social Justice Dissertation Research into Teaching Practice" (2015). Curriculum Studies Summer Collaborative. 1.
https://digitalcommons.georgiasouthern.edu/cssc/2015/2015/1
Creating Spaces to Transform Social Justice Dissertation Research into Teaching Practice
Magnolia Room C
This interactive symposium brings together a group of practitioner researchers to explore ways to create spaces to transform social justice dissertation research into teaching practice as they live contested lives in schools, families, and communities in the U. S. South. Through visual, graphic, and multimedia presentations, reader’s theater, drama, and performance, these researchers demonstrate how their dissertation inquiries are infiltrating their daily teaching practices and how curriculum theory allows the noise/interruptions engendered from their personal lives and their teaching practice to challenge standardized and commodified curriculum, advocate for “disenfranchised, underrepresented, and invisible groups, and individuals, and create “spaces of transformation” to foster positive social and educational change. The potentials, challenges, and future directions of social justice inquiries are also explored.
