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)

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Jun 12th, 2:30 PM Jun 12th, 3:45 PM

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.