DIVISION B PRECONFERENCE SEMINARS 2014
by Bernadette Baker, UW-Madison, Div B Secretary
Curriculum Studies Division B of AERA is proud to announce
our annual preconference seminars, 4 graduate student seminars and 1 for junior
faculty. Please encourage your students and junior faculty to apply to the
conferences below and disseminate this call in your local institutions:
1. Vice-Presidential
Graduate Student Seminar: Marginalized Discourses in Curriculum Studies
2. New Faculty Seminar:
Navigating Institutional and Academic Pathways
3. East-West, North/Global South, or None of
the Above? Onto-epistemological Issues in Curriculum Studies
4. Beyond Representation and Realism: New
Theoretical Approaches to Visual Images in Curriculum
5. Location in the Age of Traveling Discourse:
Place-based Education and Community-centrism vs Hybridity, Mobility, and Transculturalism?
Deadline for Student Applications: Saturday, Feb 15, 2014.
BACKGROUND
The Division B preconference seminars are an important
tradition within the AERA annual meeting structure to which AERA and Division B
devote significant resources. This year for each of the graduate student
seminars there will be six $200 scholarships available and a maximum of six
unfunded positions also available. The New Faculty seminar for junior faculty
is self-funded as per the past. All preconference seminars run for the day and
a half before AERA begins and participants are responsible for finding their
own transportation and accommodation. The evening meal at the end of the first
day is included and is an official part of all the preconference seminars.
Seminar abstracts, co-facilitators,
and participation information including application materials and deadlines are
below.
THIS
YEAR’S TOPICS
1. Vice-Presidential Graduate Student Seminar: Marginalized Discourses in Curriculum Studies
Carl Grant, U. Wisconsin, Lisa W. Loutzenheiser, U. British
Columbia,
Daniel Solorzano, U. California, and Kevin Lawrence Henry,
Jr., U. Wisconsin
Within our current historical juncture where calls for
inclusivity and multiculturalism have been veneers for neoliberal machinations,
gestures towards these efforts have often been ahistorical and politically
inept. Curriculum studies, an interdisciplinary field for decades, has been
attuned to the ways in which the linkages of power relations, culture, and race
have an impact on the politics of knowledge and knowing. This seminar will
focus on the richness and vibrancy of the intellectual traditions of
marginalized scholars in educational thought and curriculum studies. This
preconference session will explore the history and theories of education and
curriculum by African American, Latino, Indigenous, Asian American, and Queer
scholars. Much of the current discourse has focused on adding these voices to
the canon and in doing so brings these theories into discussion with dominant
discourses. What might an institutional, identity-based intersectionality look
like? How might the nexus of, perhaps, divergent identity and culturally based
intellectual traditions speak to, with, and through one another? That is to
say, how do we push the epistemological, methodological, and pedagogical
boundaries and borders of multiculturalism to a space where the siloing and
singularity of each of these theories and traditions can be brought into
conversation with one another with the expectation and vow that such
conversations will lead to a richer and more diverse p/K-college curriculum,
and in addition where such conversation(s) will lead to academic research that
is of great use and enlightenment because it considers the knowledge gained
from the intersection of multiple perspectives?
Bios:
Prof. Carl A. Grant has
mentored/advised both US and international graduate students. In 2011 he
received the Division G Mentoring Award. He has served as Chair of the
Department of Curriculum and Instruction and Department of Afro American
Studies at the University of Wisconsin-Madison. Professor Grant has served as
Chair of the AERA Publication Committee and was the Editor of the Review of Education Research (RER). He
has written/edited more than 30 books and has written more than 130 articles.
Prof.
Lisa W. Loutzenheiser’s research interests are centered in youth
studies, qualitative methodologies, anti-oppressive and critical race theories,
curriculum policy, and gender and queer theories. Dr. Loutzenheiser’s research interests
are focused on the educational experiences of marginalized youth and her current research involves an
ethnography of a leadership camp for LGBQ and T youth and their allies.
She is also particularly preoccupied with how to articulate the ways in
which theories of race, sexualities, and gender are useful across research
projects, methods and methodologies.
Prof. Daniel Solorzano:
TBA
Kevin Lawrence Henry, Jr., was born and raised in New
Orleans, Louisiana. He received his Bachelor’s degree in Political Science with
minors in Gender and Sexuality Studies and African and African Diaspora Studies
from Tulane University. Kevin is currently a Ph.D. student in the Department of
Curriculum and Instruction at the University of Wisconsin-Madison. His work,
broadly conceived, looks at identity politics in urban educational spaces;
educational reform movements, most specifically around school choice; critical
and culturally relevant theories and pedagogies of race, gender, class, and
sexuality; and educational equity. For his dissertation, Kevin will explore
African American educational stakeholders’ sense making of and engagements with
educational reforms.
2. Navigating Institutional and Academic Pathways: New Faculty Seminar
Keffrelyn Brown, U. Texas, and Bernadette Baker, U.
Wisconsin
Universities are old inventions and ever-changing sites of
knowledge-production. The challenges of beginning a new university position,
earning tenure or contract renewal, designing research projects, publications,
grant applications, teaching, and service all matter. In addition to the
idiosyncrasies of each institution are broader historic patterns of
interactions and power relations that new faculty are often made to navigate.
This seminar is designed to support and mentor new faculty through the forest and
the trees of academe. It draws on the experience of faculty who have gone
through tenure and promotion processes successfully in a range of university
settings.
Bios
Prof.
Keffrelyn Brown is an associate professor in the Department of Curriculum
and Instruction and affiliated faculty in the Department of African and African
Diaspora Studies at the University of Texas at Austin. Her research interests focus on examining how
teachers and teacher candidates acquire, understand, and use socio-cultural knowledge
and interrogating school-based and societal discourses that recirculate about
African Americans.
Prof. Bernadette Baker
is a full professor in the Department of Curriculum and Instruction at the
University of Wisconsin, teaching in the areas of transnational curriculum
studies, US-based curriculum history, social studies of science and technology,
philosophies of knowledge, and comparative cosmologies. She advises students
pursuing a wide range of graduate projects, from math and science education to
policy, global studies, and post-foundational research and has taught fulltime
in secondary, undergraduate, and graduate education on three continents. She
has prepared tenure dossiers for junior faculty in social sciences and
humanities divisions, and has been elected to serve on university committees
that hear appeals for non-renewal or tenure-denial cases. She was awarded an AERA
Division B Outstanding Book Award for her 2001 book In Perpetual Motion, a Fulbright fellowship to study education in
Finland, and has recently published William
James, Sciences of Mind, and Anti-imperial Discourse with Cambridge
University Press. She was elected Secretary of Division B in 2010 and serves on
the editorial board for major journals including Educational Theory and Curriculum
Inquiry.
3. East-West, North/Global South, or None of the Above?
Onto-epistemological Issues in Curriculum Studies
Hannah Tavares, U. Hawaii, and Robert Hattam, U. South
Australia
A common narrative in curriculum studies is that
knowledge-production is changing in the midst of complex societies, which are
themselves transforming within 21st century circumstances. Yet, to
invoke sociological and geopolitical frameworks as the explanation for what is
going on “now” already makes certain ontological and epistemological
assumptions about the nature of reality, time, space, the human, mind-body,
species, life, death, learning and education. This seminar focuses on more
varied, dynamic, and conflicting philosophies/cosmologies/worldviews to
critique the limits of what has become coded as east, west, north, global
south, and the margins that even these signifiers spawn. It asks participant to
rethink what is claimed as real, as material, as visible, as concrete, etc.,
from the perspective of frameworks that challenge some of the
onto-epistemological assumptions driving much of the work in curriculum
studies. The seminar will help participants to consider the practical and messy
implications for education, multicultural classrooms, and curriculum that a
shift from knowledge to wisdom might offer.
Bios
Prof. Hannah Tavares
received her Ph. D. in Educational Policy Studies and Curriculum &
Instruction at the University of Wisconsin‐Madison. She is Associate Professor
of the College of Education in the department of Educational Foundations at the
University of Hawaiʻi
at Manoa. Her research undertakes the
practical implications of contemporary philosophies and social theories of
education for developing accounts that might serve minoritized subjectivities,
histories, and purposes. She has completed a monograph, Pedagogies of the Image, to be published by Springer and has essays
in the journals, Discourse: Studies in
the Cultural Politics of Education, Educational Theory, Educational Studies,
and the books, Handbook of Research in
the Social Foundations of Education, New Curriculum History, Troubling Gender, and The History of Discrimination in U. S.
Education: Marginality, Agency, and Power.
Dr. Tavares served as Asian American and Pacific Islander Research
Coalition (ARC) Fellow in 2012‐2013 and currently serves on the Filipino
Education Advisory Council and Native Hawaiian Faculty Committee. She is
serving her second year as Program Co‐Chair for Curriculum Studies Division B
Section 2: Globalization,
Decolonization, Transnational and Ecological Inquiry for the
2014 Annual Meeting
of the American Educational Research Association.
Prof. Robert Hattam
is an Associate Professor in the School of Education and leader of the
Pedagogies for Justice research group. His research focuses on teachers’ work,
educational leadership, critical and reconciliation pedagogies, refugees, and
school reform. His research program takes three lines of flight: (i) school
based studies that engage with teachers as they attempt to redesign pedagogical
practices in response to their own existential classroom challenges and
provocations for more justice; (ii) cultural studies in hopeful sites of public
pedagogy of new social movements and especially socially-engaged Buddhism and
‘reconciliation’ broadly defined; and (iii) philosophical investigations into
friendship, forgiveness, hospitality and conviviality. He has won research grants
valued at more than $2M including 8 Australian Research Council-funded grants.
He has published in a range of international journals including Pedagogy, Culture and Society, British
Journal of Sociology of Education, British Educational Research Journal, Social
Identities, Critical Studies in Education, and Discourse: Studies in the Cultural Politics of Education. He has
been involved in book projects with others that include: Schooling for a Fair Go; Teachers' Work in a Globalising Economy;
Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School;
Connecting Lives and Learning; and Pedagogies
for Reconciliation. He also has published a book entitled Awakening-Struggle: Towards a Buddhist
Critical Theory.
4. Beyond Representation and Realism: New Theoretical Approaches to
Visual Images in Curriculum
Antonio Amorim, U. Campinas, and Gunilla Holm, U. Helsinki
In the humanities and social sciences, digital media,
e-literacies, photography, film, gaming and more have changed the nature of
perception and also been influenced by and trapped within extant theories of
perception. What happens, then, when current generations of schoolgoers state
that they like to learn more from pictures than from words? Can words, images,
and things truly be separated out? If so, what “work” do visual images do on us
and us on them? This seminar moves beyond the easy outs of representation and
realism that the analysis of images often leads to, offering new theoretical
frameworks for approaching the role and weight of visual images in
postfoundational, ethnographic, and curriculum studies research.
Bios
Prof. Antonio Carlos
Rodrigues de Amorim is a Professor in the Faculty of Education at the
University of Campinas, Brazil, and researcher in its Laboratory of Audiovisual
Studies and of the Philosophy Studium at University of Porto, Portugal. He is a
scholarship holder for productivity in research from the National Advisory for
Scientific and Technological Development. He is, for the second two-year term,
the President of the Brazilian Reading Association. He is also the author of
many articles and a few book chapters in Portuguese, and, in English, he
published the chapter ‘Non-figurative narratives or life without subjects’ in
the book Exploring Selfhood: Finding
Ourselves, Finding Our Stories in Life Narratives and ‘Curriculum Disfiguration’
in the book Curriculum Studies in Brazil,
as well as articles in the Journal of
Reflexive Practice, Educational Action Research Journal and Enseñanza de las Ciencias. He
participates in evaluation committees for national and international journals
of research in education.
Prof. Gunilla Holm has been a professor in education at the
University of Helsinki since 2006. Before that, she worked as a professor in
education at Western Michigan University. She is also the director of the
Nordic Centre of Excellence in Education called ‘Justice through Education’
funded by NordForsk. Her research interests are focused on justice-related
issues in education as well as on photography as a research method. Her most
recent keynote was called ‘Intercultural/multicultural education or simply a
just education?’ for the Global Network on Intercultural Competence. She is also directing a research project,
‘Perceptions and Constructions of Marginalisation and Belonging in Education:
Negotiating Possibilities for Actions and Change between Pupils and School
Staff,’ funded by the Academy of Finland. Her publications on photography as a
research method include Interpreting
Visual (and verbal) Data: Teenagers’ Views on Belonging to a Language Minority
Group, Photography as a Research Method, Visual Research Methods: Where Are We and Where Are We Going? and Photography as a Performance.
5. Location in the Age of Traveling Discourse: Place-based Education
and Community-centrism vs Hybridity, Mobility, and Transculturalism?
Fazal Rizvi, U. Melbourne, and Cameron McCarthy, U. Illinois
One of the challenges of curriculum development, educational
policy, and multicultural societies is the apparent tension between place-based
and community-centered child-rearing, policy-making and practice and the
fluidity, mobility, and hybridity of populations and more. This seminar will
consider, compare, and contrast recent theories of mobility and place-based and
community-centric education. Mobility
theories focus not only on the global and local mobility of traveling peoples
but also on the multiple intersecting mobilities of capital, objects,
information, images, as well as the virtual and imaginative. In his call for a
'mobilities paradigm,' for example, John
Urry portrays the social itself as mobility. This preconference seminar will
critically examine the claims surrounding this mobility turn in the social
sciences for the curriculum field and its objects of study and methods.
Bios
Prof. Fazal Rizvi
is a Professor in Global Studies in Education at the University of Melbourne,
and also an Emeritus Professor at the University of Illinois at
Urbana-Champaign. He has written extensively on policy research in education,
theories of globalization and higher education policy, and issues of identity
and culture in transnational contexts. His most recent book is Globalizing Education Policy and his new
book, Encountering Education in the
Global: Selected Works of Fazal Rizvi, is expected to be launched by
Routledge at the AERA meeting in Philadelphia in 2014.
Prof. Cameron McCarthy
is Communication Scholar and University Scholar in the Department of
Educational Policy, Leadership and Organization (EPOL) and in the Institute of
Communications Research at the University of Illinois at Urbana-Champaign. He is Divisional Coordinator of the Global
Studies in Education Program. Professor McCarthy teaches courses in globalization
studies, postcolonialism, mass communications theory and cultural studies at
the University of Illinois at Urbana-Champaign.
He has published widely on topics related to globalization, canon
formation, race and the class conquest of the city, postcolonialism, problems
with neoMarxist writings on race and education, institutional support for
teaching, and school ritual and adolescent identities in journals such as Harvard Educational Review, Oxford Review of Education, Studies in Linguistic Sciences, The British Journal of the Sociology of
Education, The European Journal of
Cultural Studies and Education, Contemporary
Sociology, Communications Inquiry,
Cultural Studies, Discourse among many others. He is the
author or co-author of several books including: Reading and Teaching the Postcolonial (2001), Foucault, Cultural Studies and Governmentality (2003) The Uses of Culture: Education and the
Limits of Ethnic Affiliation (1998), Globalizing
Cultural Studies: Ethnographic Interventions in Theory, Method and Policy
(2007), and Transnational Perspectives on
Culture, Policy, and Education: Redirecting Cultural Studies in Neoliberal
Times (2008), New Times: Making Sense
of Critical/Cultural Theory in a Digital Age (2011), and Mobile Identities, Mobile Subjects:
Knowledge and Cultural Transformation in the Global Age (forthcoming).
Professor McCarthy is currently one of the lead-investigators of the “Elite
Schools in Globalizing Circumstances” global ethnography study of youth and
education in nine countries and across 5 continents: Australia, Africa, India,
Europe, and Latin America and the Caribbean.
How to Apply
Deadline: Saturday, Feb 15, 2014.
Send the following application materials via email to the
Lead Facilitator or requested contact for each preconference seminar:
-
a maximum one-page, single-spaced description of
how your research relates to the seminar theme and description;
-
an up-to-date curriculum vitae;
-
full contact information including Department,
University, and program you are in, e.g., Master’s or Ph.D. and the sub-area of
your Department if applicable, your surface mail address with zip or post code,
best telephone number, and email address.
Where to Send E-mail Applications
1. Vice-Presidential:
Karla Manning (grad student rep):
2. New Faculty: Keffrelyn
Brown: keffrelyn@austin.utexas.edu
3. East-West,
North/Global South etc– Onto-epistemological Issues: Robert Hattam:
Rob.Hattam@unisa.edu.au
4. Beyond
Representation and Realism: Gunilla Holm: gunilla.holm@helsinki.fi
5. Location in the
Age of Traveling Discourse: Cameron McCarthy: cmccart1@illinois.edu
Professors: General
questions:
Students: graduate
student application questions:
