Speculative Essays as a Form of Curriculum Inquiry
Titles of Presentations in a Panel
"The Multiplicity and Intersectionality of Arab-American Muslims’ Identity and Its Implications for Their Children’s Experience of Mainstream Schooling in the United States"
(Ahluwalia)
"Deschooling Schooled Minds"
(Burns)
"Schooled to Educate But Not to Profit: The Political Economy of Education"
(Schmidt)
"Culturally Contested Curriculum? Is It Possible to Develop Culturally Sustaining Pedagogy for African American Students through the Classical Education?"
(Negley)
Abstract
In this session on pushing methodological boundaries, a group of researchers present their dissertation studies. These researchers use speculative essays as a form of curriculum inquiry (Schubert, 1991) to theorize and to persuade with a wide array of topics such as the multiplicity and intersectionality of Arab- American Muslims’ identities and its implications for their children’s experience of mainstream schooling in the United States; deschooling schooled minds; schooled to educate or to profit? the political economy of education; culturally contested curriculum? developing culturally sustaining pedagogy for African American students through the classical education? These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by theoretically diving into life and writing into contradiction in schools, families, and communities in the U. S. South. The presenters will
illustrate diverse ways of incorporating personal narrative, counternarratives, drawings, poetry, and fiction into their speculative essays. Theoretical traditions and modes of expression are particularly explored. Innovative writings engendered from composing speculative essays are demonstrated. Potentials, challenges, and future directions of speculative essays and its representations are also discussed.
Presentation Description
In this session on pushing methodological boundaries, a group of researchers present their dissertation studies. These researchers use speculative essays as a form of curriculum inquiry (Schubert, 1991) to theorize and to persuade with a wide array of topics such as the multiplicity and intersectionality of Arab- American Muslims’ identities and its implications for their children’s experience of mainstream schooling in the United States; deschooling schooled minds; schooled to educate or to profit? the political economy of education; culturally contested curriculum? developing culturally sustaining pedagogy for African American students through the classical education? These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by theoretically diving into life and writing into contradiction in schools, families, and communities in the U. S. South. The presenters will illustrate diverse ways of incorporating personal narrative, counternarratives, drawings, poetry, and fiction into their speculative essays. Theoretical traditions and modes of expression are particularly explored. Innovative writings engendered from composing speculative essays are demonstrated. Potentials, challenges, and future directions of speculative essays and its representations are also discussed.
Location
Stream A: Works in Progress
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Alhawsali, Abdulrahman Fatehalla Ali; Burns, Kelly; Schmidt, Gregory; and Negley, Mary E., "Speculative Essays as a Form of Curriculum Inquiry" (2020). Curriculum Studies Summer Collaborative. 10.
https://digitalcommons.georgiasouthern.edu/cssc/2020/2020/10
Speculative Essays as a Form of Curriculum Inquiry
Stream A: Works in Progress
In this session on pushing methodological boundaries, a group of researchers present their dissertation studies. These researchers use speculative essays as a form of curriculum inquiry (Schubert, 1991) to theorize and to persuade with a wide array of topics such as the multiplicity and intersectionality of Arab- American Muslims’ identities and its implications for their children’s experience of mainstream schooling in the United States; deschooling schooled minds; schooled to educate or to profit? the political economy of education; culturally contested curriculum? developing culturally sustaining pedagogy for African American students through the classical education? These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by theoretically diving into life and writing into contradiction in schools, families, and communities in the U. S. South. The presenters will
illustrate diverse ways of incorporating personal narrative, counternarratives, drawings, poetry, and fiction into their speculative essays. Theoretical traditions and modes of expression are particularly explored. Innovative writings engendered from composing speculative essays are demonstrated. Potentials, challenges, and future directions of speculative essays and its representations are also discussed.