Seeking Imaginative and Intellectual Freedom: Using the Speculative Essay to Critique the Mythology of Educational Standardization
Abstract
Qualitative researchers have a wealth of approaches available to them. From case study, cross-cultural narrative inquiry, and phenomenology to arts-informed inquiry, creative writing, and critical media studies, qualitative research offers visual, textual, theoretical, applied, critical, and imaginative perspectives. This panel showcases the theorizing and application of qualitative approaches from emerging qualitative researchers. Situated in critical youth studies, Weeks sets a foundational question about representation in his analysis of the film Love, Simon. He uses a queer theory framework to explore how "gay representation" interacts with heteronormativity and homonormativity. Anderson takes up this question of representation in her investigation into two first-grade
teachers’ use and selection of multicultural literature. She explores how their intrinsic motivation leads their self- reflective practices. Zhang similarly asks about representation but in a college Chinese language classroom setting.
Her case study of a Chinese language university teacher in Georgia explores the interconnected relationship between language and culture in teaching using Chinese traditional operas. Toledo then shifts our focus to students’ perspectives about their own experiences and learning in her multiple case study analysis of a simulated Individualized Education Program (IEP) meeting with pre-service special education teachers. In the final paper, Cramsey uses an arts-based speculative essay approach to understand, critique, and suggest hopeful alternatives to the problem of the mythologized status of educational standardization. As a whole, this panel invites us to ask larger questions about standardization, normativity, and majoritarian narratives and the need for hopeful reimaginings about media, schooling, and intellectualism.
Presentation Description
Unavailable
Location
Stream C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Cramsey, Andrea, "Seeking Imaginative and Intellectual Freedom: Using the Speculative Essay to Critique the Mythology of
Educational Standardization" (2021). Curriculum Studies Summer Collaborative. 29.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/29
Seeking Imaginative and Intellectual Freedom: Using the Speculative Essay to Critique the Mythology of Educational Standardization
Stream C
Qualitative researchers have a wealth of approaches available to them. From case study, cross-cultural narrative inquiry, and phenomenology to arts-informed inquiry, creative writing, and critical media studies, qualitative research offers visual, textual, theoretical, applied, critical, and imaginative perspectives. This panel showcases the theorizing and application of qualitative approaches from emerging qualitative researchers. Situated in critical youth studies, Weeks sets a foundational question about representation in his analysis of the film Love, Simon. He uses a queer theory framework to explore how "gay representation" interacts with heteronormativity and homonormativity. Anderson takes up this question of representation in her investigation into two first-grade
teachers’ use and selection of multicultural literature. She explores how their intrinsic motivation leads their self- reflective practices. Zhang similarly asks about representation but in a college Chinese language classroom setting.
Her case study of a Chinese language university teacher in Georgia explores the interconnected relationship between language and culture in teaching using Chinese traditional operas. Toledo then shifts our focus to students’ perspectives about their own experiences and learning in her multiple case study analysis of a simulated Individualized Education Program (IEP) meeting with pre-service special education teachers. In the final paper, Cramsey uses an arts-based speculative essay approach to understand, critique, and suggest hopeful alternatives to the problem of the mythologized status of educational standardization. As a whole, this panel invites us to ask larger questions about standardization, normativity, and majoritarian narratives and the need for hopeful reimaginings about media, schooling, and intellectualism.
