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>)

Ming Fang He, mingfhe88Follow

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)

This document is currently not available here.

Share

COinS
 
Jun 12th, 2:00 PM Jun 12th, 4:45 PM

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.