Alumni Venturing on the Contested Landscapes of Education: Creative Insubordination
Abstract
In this session, a group of Georgia Southern Ed.D. in Curriculum Studies Program share their experience of inventing creative insubordination strategies during pandemics (i.e., the COVID-19 pandemic, the pandemic of systemic racism, the economic crisis, and the climate crisis; Ladson-Billings, 2021) when white supremacy, anti- Black/anti-Latinx/anti-Indigeneity/anti-Asian/anti-People of Color/anti-diaspora racism and pandemic, xenophobia, misogyny, homobophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully invent creative insubordination strategies to overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience inspires them to invent creative insubordination strategies to engender culturally and linguistically relevant, responsive, sustaining, and empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate inspirational learning environments, create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996), and dive into contradictions and live against oppressions in schools, families, and communities in the U. S. South. Multiple challenges and myriad possibilities for their creative teaching, leading, researching, and living are also discussed.
Presentation Description
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Location
Room 106
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hall, Otha J.; Kessler, Hannah; Pantin, Michel L.; Janis, Sonia; and Ledford, Yvette Dr, "Alumni Venturing on the Contested Landscapes of Education: Creative
Insubordination" (2022). Curriculum Studies Summer Collaborative. 31.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/31
Alumni Venturing on the Contested Landscapes of Education: Creative Insubordination
Room 106
In this session, a group of Georgia Southern Ed.D. in Curriculum Studies Program share their experience of inventing creative insubordination strategies during pandemics (i.e., the COVID-19 pandemic, the pandemic of systemic racism, the economic crisis, and the climate crisis; Ladson-Billings, 2021) when white supremacy, anti- Black/anti-Latinx/anti-Indigeneity/anti-Asian/anti-People of Color/anti-diaspora racism and pandemic, xenophobia, misogyny, homobophia, transphobia, Islamophobia, and settler colonialism are perpetuated by hatred of differences. Such experience helps them to recognize implicit/explicit and internal/external bias, racism, colonialism, and purposefully invent creative insubordination strategies to overcome such bias, racism, and colonialism to create inclusive and equitable educational opportunities for all students. Such experience inspires them to invent creative insubordination strategies to engender culturally and linguistically relevant, responsive, sustaining, and empowering curricular knowledge and pedagogical strategies, and value funds of knowledge and community resources to envision curricular and pedagogical innovations as ways to cultivate inspirational learning environments, create equal opportunities to empower racially, culturally, socioeconomically, and linguistically diverse students to reach their highest potential (Sidle-Walker, 1996), and dive into contradictions and live against oppressions in schools, families, and communities in the U. S. South. Multiple challenges and myriad possibilities for their creative teaching, leading, researching, and living are also discussed.
