Individual Presentation or Panel Title

Part I & 2: Diving into Life and Writing into Contradictions​

Titles of Presentations in a Panel

"Endarkened Curriculum: The Black Children’s Experience of Racialized Mainstream Schooling in the US South"
(Hardiman)

"How Black High School Males’ Experience of the Mainstream Curriculum Informs Our Ways of Developing a Culturally Sustaining Pedagogy"
(Turner)

“Developing Culturally Sustaining Pedagogy for African American Students in Rural Georgia”
(Wood)

"The Willow Hill School Experience-Oral Histories of Black Students and Their Descendants in Rural Georgia"
(Love)

"Translation as a Third Space in Curriculum"
(Jin)

"Teaching with Passion and Compassion in Hard Times: Narrative Inquiry"
(Scroggs)

"Hyphenated Identity and Negotiating Intersectionality: A Memoir of a First-Generation Nigerian-American Male Teacher in an Inner-City Title I Elementary School in Georgia"
(Nwachukwu)

"Counternarrative of Students with Significant Disabilities in One Rural School System in Georgia"
(Howard)

"Joys and Fears of a Black Mother Raising Her Son in the US South: A Memoir"
(Coleman)

Abstract

In this dissertation works-in-progress session, a group of researchers present their dissertation studies on a wide array of topics such as Black children’s experience of racialized mainstream schooling in the US South; how Black high school males’ experience of the mainstream curriculum informs our ways of developing a culturally sustaining pedagogy; developing culturally sustaining pedagogy for African American students in rural Georgia; and oral histories of Black students and their descendants in the Willow Hill School in rural Georgia. These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual, graphic, multimedia, and performative presentations, the presenters will illustrate diverse forms of dissertation research and representations such as counternarratives, digital ethnography, critical race narrative inquiry, critical geography/critical dis/ability studies, critical portraiture, memoir, oral history, painting, dance, fiction, poetry, spoken word, and play. Theoretical traditions, forms of inquiry, and modes of expression are particularly explored. Innovative writings engendered from the inquiries are demonstrated. Potentials, challenges, and future directions of these inquiries and representations are also discussed.

Presentation Description

In this dissertation works-in-progress session, a group of researchers present their dissertation studies on a wide array of topics such as Black children’s experience of racialized mainstream schooling in the US South; how Black high school males’ experience of the mainstream curriculum informs our ways of developing a culturally sustaining pedagogy; developing culturally sustaining pedagogy for African American students in rural Georgia; and oral histories of Black students and their descendants in the Willow Hill School in rural Georgia. These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual, graphic, multimedia, and performative presentations, the presenters will illustrate diverse forms of dissertation research and representations such as counternarratives, digital ethnography, critical race narrative inquiry, critical geography/critical dis/ability studies, critical portraiture, memoir, oral history, painting, dance, fiction, poetry, spoken word, and play. Theoretical traditions, forms of inquiry, and modes of expression are particularly explored. Innovative writings engendered from the inquiries are demonstrated. Potentials, challenges, and future directions of these inquiries and representations are also discussed.

Location

Stream B: Works in Progress (Extended Session)

Publication Type and Release Option

Presentation (Open Access)

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Jun 12th, 3:45 PM Jun 12th, 5:00 PM

Part I & 2: Diving into Life and Writing into Contradictions​

Stream B: Works in Progress (Extended Session)

In this dissertation works-in-progress session, a group of researchers present their dissertation studies on a wide array of topics such as Black children’s experience of racialized mainstream schooling in the US South; how Black high school males’ experience of the mainstream curriculum informs our ways of developing a culturally sustaining pedagogy; developing culturally sustaining pedagogy for African American students in rural Georgia; and oral histories of Black students and their descendants in the Willow Hill School in rural Georgia. These researchers explore creative ways to push methodological boundaries, perform dissertation writing, and liberate academic writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual, graphic, multimedia, and performative presentations, the presenters will illustrate diverse forms of dissertation research and representations such as counternarratives, digital ethnography, critical race narrative inquiry, critical geography/critical dis/ability studies, critical portraiture, memoir, oral history, painting, dance, fiction, poetry, spoken word, and play. Theoretical traditions, forms of inquiry, and modes of expression are particularly explored. Innovative writings engendered from the inquiries are demonstrated. Potentials, challenges, and future directions of these inquiries and representations are also discussed.