Individual Presentation or Panel Title

Pushing Methodological Boundaries~Liberating Dissertation Writing: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

Titles of Presentations in a Panel

Presentation #1:

Pushing Methodological Boundaries~Liberating Dissertation Writing:

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South:

Ming Fang He and Sabrina Ross, Georgia Southern University

Presentation #2:

From the Big House to the School House: Slavery by a Different Name: # School: The Metaphorical Plantation

Samantha Awala (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Samantha Awala” )

Presentation #3:

Curriculum Between Borders ~ Research for the Pulled Out, Tempered, and Put Back In~Critical Geography and Critical Disability Studies

Kristen Denney (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Kristen Denney” )

Presentation #4:

Curriculum of Place: Critical Geographical Currere

Anna Waddell (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Anna Waddell" aw03960@georgiasouthern.edu)

Presentation #5:

Have Our Say: Shining Light on Necessary Voices in A Historical Black High School in Georgia

Marquez Hall (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Marquez Hall” )

Presentation #6:

#BlackLivesMatter: Counternarratives of the Education of Blacks in the U. S. South

Kimberly L. Hollis (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Kimberly Hollis" )

Presentation #7:

Memoir of a Mad Teacher: Womanist Currere:

Alexine Holmes (Teacher & Doctoral Candidate in Curriculum Studies; Email: Alexine Holmes )

Presentation #8:

Research on the Lived Experience of Chinese International Students at a Non-Research I University in the U. S. South

Yiming Jin (TA & Doctoral Fellow in Curriculum Studies; Email: Yiming Jin, or )

Presentation #9:

A Memoir: Being Mixed, Black and Filipino, and Multiracial in the U. S. South.

Nicole Moss (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Nicole Moss” nm01916@georgiasouthern.edu or nicolemoss13@yahoo.com)

Presentation #10:

Life is a Manifesto: Composing a Memoir to Invent the Counternarratives of a Teacher in an Era of Accountability, Standardization, and Commodification

Angela Pieniaszek (Teacher & Doctoral Candidate in Curriculum Studies; Email: Angela Pieniaszek )

Presentation #11:

A Critical Counter-Narrative Inquiry into the Curriculum of Exclusion of Students with Significant Disabilities in One Rural Elementary School in Georgia

Christy Howard (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christy Howard <ch07221@georgiasouthern.edu>)

Presentation #12:

Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators through Playwriting?

Dawn Whipple (Teacher & Doctoral Candidate in Curriculum Studies; Email: Dawn Whipple <dw04589@georgiasouthern.edu>)

Presentation #13:

Southern Women Teachers, Southern Traditions, and Southern Places

Christina Altman (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christina Altman < altman.christina@gmail.com>)

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.

There are three purposes to this session. One purpose of this presentation is to share our experience of moving beyond 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. The other purpose is to explore creative ways to engage in and write about research and embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. Another purpose is to engage the audience from diverse research paradigms in discussions on how diverse forms of curriculum inquiry and modes of representation and expression help “examine the meaning of language, culture, and heritage in educational research and praxis;” capture cultural, linguistic, and socio-political poetics of personal, community, and historical narrative; address pressing issues and contemporary concerns; make impact on practice, policy, and historical, social, political, economic, geographical, cultural, linguistic, and ecological contexts; and advance curriculum theorizing toward social justice. The potentials, challenges, and future directions of various inquiries and representations are also discussed.

We begin with an overview of convergence and divergence of forms of curriculum inquiry and modes of representation and expression with the intent to imagine and recognize possibilities to push methodological and representational boundaries to liberate dissertation writing. We then invigorate exploratory conversations on forms of inquiry modes of representation and expression that challenge traditional ways of engaging in, interpreting, and writing about research. We invite curriculum inquirers to engage in activist oriented research and writing, transcend inquiry boundaries, raise challenging questions, transgress orthodoxy and dogma, and research silenced narratives of underrepresented or disenfranchised individuals and groups with hearts and minds (Ayers, 2004, 2006; He & Ayers, 2008; hooks, 1994, 2003) to build a long term and heart felt participatory movement to promote cultural, linguistic, and ecological diversity and flourishing plurality of humanity (Schubert, 2009).

The power of such inquiries and representations lies in its potential to locate experience within complex social, cultural, and linguistic contexts and enable researchers to dive into life and write into contradiction. Such inquiries and representations enable the researchers to develop a deeper understanding of cultural research phenomena, inquiry contexts, modes of inquiry, forms of representation, and possible educational and social changes engendered by research and writing. Such inquiries and representations thrive on the passionate involvement, commitment and advocacy of the researchers, and help cultivate hope and possibilities for better lives as experienced in diverse schools, families, and communities.

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. Individual Presentations Within the Session: Presentation #1: Pushing Methodological Boundaries~Liberating Dissertation Writing: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South: Ming Fang He and Sabrina Ross, Georgia Southern University Presentation #2: From the Big House to the School House: Slavery by a Different Name: # School: The Metaphorical Plantation Samantha Awala (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Samantha Awala” ) Presentation #3: Curriculum Between Borders ~ Research for the Pulled Out, Tempered, and Put Back In~Critical Geography and Critical Disability Studies Kristen Denney (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Kristen Denney” ) Presentation #4: Curriculum of Place: Critical Geographical Currere Anna Waddell (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Anna Waddell" aw03960@georgiasouthern.edu) Presentation #5: Have Our Say: Shining Light on Necessary Voices in A Historical Black High School in Georgia Marquez Hall (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Marquez Hall” ) Presentation #6: #BlackLivesMatter: Counternarratives of the Education of Blacks in the U. S. South Kimberly L. Hollis (Teacher & Doctoral Candidate in Curriculum Studies; Email: "Kimberly Hollis" ) Presentation #7: Memoir of a Mad Teacher: Womanist Currere: Alexine Holmes (Teacher & Doctoral Candidate in Curriculum Studies; Email: Alexine Holmes ) Presentation #8: Research on the Lived Experience of Chinese International Students at a Non-Research I University in the U. S. South Yiming Jin (TA & Doctoral Fellow in Curriculum Studies; Email: Yiming Jin, or ) Presentation #9: A Memoir: Being Mixed, Black and Filipino, and Multiracial in the U. S. South. Nicole Moss (Teacher & Doctoral Candidate in Curriculum Studies; Email: “Nicole Moss” nm01916@georgiasouthern.edu or nicolemoss13@yahoo.com) Presentation #10: Life is a Manifesto: Composing a Memoir to Invent the Counternarratives of a Teacher in an Era of Accountability, Standardization, and Commodification Angela Pieniaszek (Teacher & Doctoral Candidate in Curriculum Studies; Email: Angela Pieniaszek ) Presentation #11: A Critical Counter-Narrative Inquiry into the Curriculum of Exclusion of Students with Significant Disabilities in One Rural Elementary School in Georgia Christy Howard (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christy Howard ) Presentation #12: Carving My Own Bench by the Road: Examining the Seats of Power for Black Women Educators through Playwriting? Dawn Whipple (Teacher & Doctoral Candidate in Curriculum Studies; Email: Dawn Whipple ) Presentation #13: Southern Women Teachers, Southern Traditions, and Southern Places Christina Altman (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christina Altman < altman.christina@gmail.com>)

Keywords

pushing methodological boundaries, counternarratives of curriculum, schools, neighborhoods, and communities in the U. S. South

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Pushing Methodological Boundaries~Liberating Dissertation Writing: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

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.

There are three purposes to this session. One purpose of this presentation is to share our experience of moving beyond 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. The other purpose is to explore creative ways to engage in and write about research and embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. Another purpose is to engage the audience from diverse research paradigms in discussions on how diverse forms of curriculum inquiry and modes of representation and expression help “examine the meaning of language, culture, and heritage in educational research and praxis;” capture cultural, linguistic, and socio-political poetics of personal, community, and historical narrative; address pressing issues and contemporary concerns; make impact on practice, policy, and historical, social, political, economic, geographical, cultural, linguistic, and ecological contexts; and advance curriculum theorizing toward social justice. The potentials, challenges, and future directions of various inquiries and representations are also discussed.

We begin with an overview of convergence and divergence of forms of curriculum inquiry and modes of representation and expression with the intent to imagine and recognize possibilities to push methodological and representational boundaries to liberate dissertation writing. We then invigorate exploratory conversations on forms of inquiry modes of representation and expression that challenge traditional ways of engaging in, interpreting, and writing about research. We invite curriculum inquirers to engage in activist oriented research and writing, transcend inquiry boundaries, raise challenging questions, transgress orthodoxy and dogma, and research silenced narratives of underrepresented or disenfranchised individuals and groups with hearts and minds (Ayers, 2004, 2006; He & Ayers, 2008; hooks, 1994, 2003) to build a long term and heart felt participatory movement to promote cultural, linguistic, and ecological diversity and flourishing plurality of humanity (Schubert, 2009).

The power of such inquiries and representations lies in its potential to locate experience within complex social, cultural, and linguistic contexts and enable researchers to dive into life and write into contradiction. Such inquiries and representations enable the researchers to develop a deeper understanding of cultural research phenomena, inquiry contexts, modes of inquiry, forms of representation, and possible educational and social changes engendered by research and writing. Such inquiries and representations thrive on the passionate involvement, commitment and advocacy of the researchers, and help cultivate hope and possibilities for better lives as experienced in diverse schools, families, and communities.