Power and Schooling in Troubling Times
Titles of Presentations in a Panel
Discussant #1: William Schubert, Professor of Curriculum, U of Illinois at Chicago
Discussant #2: Sabrina Ross, Georgia Southern University
Discussant #3: Min Yu, Wayne State University
Discussant #4: Christopher B. Crowley, Wayne State University
Discussant #5: Ming Fang He, Georgia Southern University
Presenters:
Ming Fang He, Georgia Southern University
Alethea V. Coleman, Georgia Southern University
Sharlene S. Franks, Georgia Southern University
Tracy L. Edenfield, Georgia Southern University
Ru Li, Georgia Southern University
Eden A. Evans, Georgia Southern University
Mary E. Negley, Georgia Southern University
Miranda E. Simmons, Georgia Southern University
Maria L. Larsson, Georgia Southern University
Hannah L. Kessler, Georgia Southern University
Mary K. Davis, Georgia Southern University
Alisha W. Bowden, Georgia Southern University
Anna L. Black, Georgia Southern University
Kristin L. Amold, Georgia Southern University
Abstract
Multiethnic practitioner researchers explore issues of power and schooling in relation to curriculum studies in troubling times. 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; Coates, 2015; 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 troubling times. 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
Multiethnic practitioner researchers explore issues of power and schooling in curriculum studies in troubling times. 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; Coates, 2015; 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).
Keywords
power, schooling, curriculum studies in troubling times, educational thinkers, critical consciousness, counternarratives, race, gender, class, power, and place, forms of oppression, the life curriculum in schools, neighborhoods, and communities in the South
Location
Summit Room
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
He, Ming Fang; Schubert, William H.; Ross, Sabrina; Yu, Min; Crowley, Christopher B.; He, Ming Fang; Coleman, Alethea V.; Franks, Sharlene S.; Edenfield, Tracy L.; Li, Ru; Evans, Eden A.; Negley, Mary E.; Simmons, Miranda E.; Larsson, Maria L.; Kessler, Hannah L.; Davis, Mary K.; Bowden, Alisha W.; Black, Anna L.; and Amold, Kristin L. Amold L., "Power and Schooling in Troubling Times" (2019). Curriculum Studies Summer Collaborative. 5.
https://digitalcommons.georgiasouthern.edu/cssc/2019/2019/5
Power and Schooling in Troubling Times
Summit Room
Multiethnic practitioner researchers explore issues of power and schooling in relation to curriculum studies in troubling times. 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; Coates, 2015; 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 troubling times. 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.