Professional Documents
Culture Documents
1. Research as a Curriculum of Healing: Centering Doctoral Work in Current
Contexts and Conditions
In this seminar, we will consider the work of research as a project of wisdom and
introspection. Seeking knowledge from our elders and those at various stages in their
researching lives, doctoral student participants will be guided to think deeply about the
possibility of research as a healing curriculum in the current political context. The
difficult task of interrogating and dismantling racialized, gendered, classed and other
intersected forms of subjective oppression -- including the colonial act of killing
knowledge, or ‘epistemicide’ -- requires participants in this seminar to explore ways that
creatively push methodological and representational boundaries, bring divided
communities in union, courageously write into contradictions and complexities, and use
their collaborative inquiries to challenge traditional ways of engaging, interpreting, and
writing about research in the academy.
Curriculum studies is a field wide-awake and faithful to the beauty that comes when
multiple and diverse forms of understanding and expression are defended. This
orientation can include a wide range of approaches, including curriculum theory, race
narrative inquiry, history, critical geography, critical dis/ability studies, postmodern and
postcolonial work, queer theory, multiracial/mixed racial auto/biographical inquiry, black
feminist scholarship, indigenous studies, international education, social justice
education, ecopedagogy, teacher education, the arts, aesthetics, popular culture, public
pedagogy, posthumanism, settler colonialism, animal studies, poetic studies, womanist
currere, portraiture, memoir, fiction, oral histories, spoken word, drama, dance, digital
story-telling, graphic novels, and multimedia representations and inquiries.
In light of this year’s conference theme, and respecting t he historicity of culture, what
might it mean to learn sensitively and compassionately from one another’s experiences
and knowledges? How can we build together a commitment to defend the right to a
nurturing public education, to create new communal spaces that challenge exclusionist
borders, to dismantle targeted criminalization and the organized distribution of
vulnerabilities, in order to reimagine our purpose as educators, researchers, public
advocates in the fight for justice, here and around the world?
On the first day, a panel of intergenerational scholars will provide insight into the life of
a researcher and its role in the current context, where they see research to be heading
and how they imagine its future. At the end of this panel, students will have an
opportunity to work in small groups with facilitators who will share their thoughts and
advice on dissertation writing and research, and how their understandings have
changed over the years. At its end, there will be an exhibition of research practices.
The second day will be structured as a workshop. Working in small groups with a
facilitator, each participant will share one reading that really influenced their
dissertation research and a piece of their own writing that they are still puzzling over.
Students will use each other to work through any conflicts and dilemmas they are
experiencing, if any.
At its end, there will be a big group gathering and closing.
Facilitators
Denise Taliaferro Baszile is Associate Dean of Diversity and Student Experience and
Associate Professor of Curriculum & Cultural Studies in the Department of Educational
Leadership at Miami University. Her work focuses on understanding curriculum as
racial/gendered text with an emphasis on disrupting traditional modes of knowledge
production, validation and representation. Her scholarship draws on curriculum theory,
critical race theory, and Black feminist theory and seeks a fuller understanding rather
than a simply a legitimate understanding of the dynamic relationship between race,
gender and curriculum. Her current inquiry projects involve imagining pedagogies of
Black self-love and imagining curriculum studies as contentious movement building
work. She has published in various journals including Journals of Curriculum Theorizing,
Curriculum and Pedagogy, Educational Foundations, Race Ethnicity and Education, Urban
Education, Qualitative Inquiry and Knowledge Cultures. She has also published several
book chapters in key texts, such as Education and Epistemologies of Ignorance,
Curriculum Studies the Next Moment, and T he Sage Guide to Curriculum in Education.
Her most recent publications include co-edited special issue with Gender and Education
entitled T heorizing Curriculum in Color and Curves and a co-edited book entitled Race,
Gender and Curriculum Theorizing: Working in Womanish Ways.
William Ayers, formerly Distinguished Professor of Education and Senior University
Scholar at the University of Illinois at Chicago (UIC), and founder of both the Small
Schools Workshop and the Center for Youth and Society, is a graduate of the University
of Michigan, the Bank Street College of Education, Bennington College, and Teachers
College, Columbia University. Ayers has written extensively about social justice,
democracy and education, the cultural contexts of schooling, and teaching as an
essentially intellectual, ethical, and political enterprise. He is a former Vice President of
the curriculum division of the American Educational Research Association and member
of the executive committee of the AERA Council. His books include A Kind and Just
Parent; Teaching toward Freedom; Fugitive Days: A Memoir; On the Side of the Child;
Teaching the Personal and the Political; To Teach: The Journey, in Comics; Teaching
toward Democracy; Race Course: Against White Supremacy; Teaching with Conscience in
an Imperfect World: An Invitation; and Demand the Impossible!: A Radical Manifesto.
Debbie Sonu is Associate Professor in the Department of Curriculum and Teaching at
Hunter College and doctoral faculty in the Urban Education Program at the Graduate
Center, City University of New York. Her research interests include curriculum theory
and practice as it relates to urban schooling and social justice pedagogies in the United
States. Her work has been published in Curriculum Inquiry, Journal of Teacher
Education, and the Journal of Curriculum Theorizing, among others. Her d issertation,
…(in)Justice for All?: Brooklyn Youth and the Question of Social Justice, explored youth
performances and the complications of teaching for social justice, and received the
2011 Division B Outstanding Dissertation of the Year Award and the 2010 Critical
Educators for Social Justice SIG Distinguished Dissertation of the Year Award. In
addition, she works closely with elementary school teachers in the East Village and
Lower East Side of New York City, serving as university liaison within the clinically-rich
teacher education program. Currently, she a co-leader of the Public Engagement and
Collaborative Research Seminar, a two-year initiative funded by the Andrew W. Mellon
Foundation that brings together researchers, teachers, artists and activists to create
publicly facing projects that explore and promote public education and racial justice.
Where to Send Applications:
Debbie Sonu (dsonu@huntersoe.org), Hunter College, CUNY
2. Early Career Curriculum Scholar Seminar: Thriving Courageously and
Creatively in the Contested Landscape of Education
This seminar has been designed for early career scholars to meet the challenges of the
first years out of graduate school. These challenges include developing a program of
research and a writing discipline, finding outlets (academic and popular) for
publications, possibly beginning a new faculty position, earning tenure or contract
renewal, seeking internal and external research funding, and thriving in your teaching as
well as in your community engagements and activism. In addition, new faculty members
must navigate the idiosyncrasies of institutions with a wide range of social and cultural
contexts, including patterns of injustice, privilege and power. This seminar is designed
to support and mentor early career folks through the forest and the trees by gathering
with scholar-mentors from Division B at roundtables in order to focus on various topics
related to research and scholarship, teaching, activism and community engagement.
Topics to be discussed at the seminar will emerge from participants, and will likely
include: developing worthwhile goals and research agendas; recognizing and
positioning one’s inquiries within traditions in the field of curriculum studies and
seeking creative ways to move beyond those traditions; navigating creatively,
courageously, and wisely in one’s university and the larger communities; and developing
strategies to thrive as a teacher and a scholar whose efforts can have a powerful
positive impact in this contested and troubling world.
Facilitator Bios
Theodorea Regina Berry (Ed.D, National-Louis University, 2002) is Associate Professor
in the Department of Interdisciplinary Learning and Teaching at the University of Texas
at San Antonio. She earned her doctoral degree in Curriculum and Social Inquiry and
completed a three- year post-doctoral research fellowship (2002-2005) at the University
of Illinois-Chicago awarded by the American Educational Research Association. Dr.
Berry’s scholarship focuses on the lived experiences of women of color as pre-service
teachers and teacher educators, critical examination of race, ethnicity, and gender for
teaching and teacher education, critical race theory/critical race feminism, qualitative
research methodology (with a focus on narrative inquiry, ethnography, and
auto-ethnography), and curriculum theory. Dr. Berry currently serves as Vice President
for the Foundation for Curriculum Theory and 2017 Co-Site Coordinator for the
American Association for the Advancement of Curriculum Studies (AAACS),. Dr. Berry
has published a wide array of articles and book chapters and is author of States of
Grace: Counterstories of a Black Women in the Academy (forthcoming 2018, Peter
Lang), lead editor and contributing author of From Oppression to Grace: Women of
Color and their Dilemmas Within the Academy (2006, Stylus Publishing).
Erik L. Malewski is Chief Diversity Officer and Professor of Curriculum Studies at
Kennesaw State University. Prior to his appointment, Malewski was Associate Professor
of Curriculum Studies at Purdue University where he conducted research and taught
courses focused on diversity, multiculturalism, equity, and global issues in education.
Malewski has held leadership roles in national and international research organizations
and is well published in prominent journals and texts. He has worked in educational
equity, private industry, social service, and diversity consulting prior to his role at
Kennesaw State University. As faculty, Malewski studied the effects of international
cross-cultural experiences on undergraduate students’ cultural perceptions. He also
engaged in synoptic study of the direction of the curriculum field and examined the
implications of conceptions of ignorance for teaching and learning. Along with a
colleague, Malewski developed a study abroad program in Honduras for teacher
education students and a hybrid place- based and virtual field experience program.
Under his mentorship, Malewski’s graduate students received national recognition for
their research, including the prestigious American Educational Research Association’s
Outstanding Dissertation of the Year Award. Malewski has published numerous books,
articles, and chapters focused on domestic and international diversity issues.
Where to Send Applications:
Theodorea Berry (t heodorea.berry@utsa.edu), The University of Texas at San Antonio
3. Invigorating Historical Work in Curriculum Studies: Past, Present, and Future
The purpose of this seminar is to recognize and amplify the idea that doing good
curriculum work requires curriculum workers to be grounded in curriculum history. We
need to understand and appreciate the past, realize its value for the present and future,
and contribute to ideas and practices that have been left out. The question of what it
means to be well-grounded in curriculum history is one that will be put on the table for
serious consideration in the seminar.
The facilitators, who participated in a range of eras in curriculum studies since the
1960s, will present briefly about the kinds of curriculum history they have contributed,
studied, and advocated. They will encourage discussion with participants who will be
invited to share dimensions of curriculum history that they are pursuing or studying.
One of the strategies facilitators will use to stimulate dialogue is to raise questions
about similarities and differences in curriculum studies over the decades.
Although the curriculum field has been criticized as ahistorical, there is a robust history
available ranging from studies of noted scholars, institutions, conferences, policies, and
practices from the late 1890s to the present. Surely, one problem is that it is
infrequently tapped for insight. Facilitators will briefly discuss major contributions of
such early work and focus significant attention on work from the 1960s through the
1980s that challenged limitations of early focus on curriculum development, often
neglecting broad perspectives on race, gender, class, ability/disability, culture, language,
ethnicity, religion or belief, and more. Discussions will deal with questions raised over
the years about whose vision of what is worth knowing, needing, experiencing, doing,
being, becoming, overcoming, contributing, sharing, imagining, and wondering were
privileged and what could be done to make curriculum more just and worthwhile.
Discussions will also address implications of various current theories that interrupt
linear, successive, often Western, versions of history. The continued evolution of
curriculum studies in the 21st Century will be given ample time. The expansion,
inclusion, exclusion, and criticism of epistemological, metaphysical, axiological, ethical,
aesthetic, and political orientations to curriculum studies will be a major focus. So will
be advocacy for diverse populations (nationalities and cultures) around the globe,
including indigenous groups and all who have suffered from nationalistic, neo-liberal,
neo-conservative, imperialistic, and related agents of conquerors in the historical and
contemporary world.
Facilitators
Janet L. Miller is Professor in the Department of Arts & Humanities–English, Teachers
College, Columbia University as well as Faculty-At-Large, Columbia University. Elected
AERA Vice President for Division B--Curriculum Studies (1997-2000) and Division B’s
Secretary (1990-92), she was honored with Division B’s Lifetime Achievement Award in
2008. In 2010, Janet was elected an AERA “Fellow” for “sustained achievement in
education research,” and received the Society of Professors of Education (founded in
1902 by Charles DeGarmo and John Dewey) Mary Anne Raywid Award in 2015 for
“outstanding contributions to the study of education.” Elected President of the
American Association for the Advancement of Curriculum Studies (AAACS) for two
terms (2001-2007), she also served, from1978 through 1998, as Founding Managing
Editor of JCT: The Journal of Curriculum Theorizing and Director or Co-Director of its
Bergamo Annual Conferences on Curriculum Theory & Classroom Practice. Her
forthcoming books: C urriculum and Disunities of Collaboration: Communities without
Consensus (Routledge) and M axine Greene and Education, a volume in the Routledge
Invitational “Key Ideas in Education Series.” Other single-authored books include
Sounds of Silence Breaking: Women, Autobiography, Curriculum (2005) and Creating
Spaces and Finding Voices: Teachers Collaborating for Empowerment (1990), which in
1991 received the James N. Britton Award from the National Council of Teachers of
English and The Stessin Prize for Outstanding Faculty Scholarly Publication, Hofstra
University. She co-edited, with Bill Ayers, A Light in Dark Times: Maxine Greene and the
Unfinished Conversation (1998). Her published as well as forthcoming journal articles
and book chapters focus on junctures and discontinuities among conceptions of
curriculum, feminisms, collaboration, autobiography, trans-generational curriculum
inquiries, and qualitative research.
William H. Schubert w as a professor for 36 years at the University of Illinois at Chicago
(UIC), following his receipt of a Ph.D. from the University of Illinois at
Urbana-Champaign in 1975, and after teaching in elementary schools for eight years. At
UIC he was named a University Scholar, and received several awards for teaching and
mentoring, where he also served as Coordinator of the Ph.D. Program in Curriculum
Studies, Chair of Curriculum & Instruction, and Director of Graduate Studies. Schubert
has published 17 books, over 200 articles or chapters, and has presented at many
conferences, colloquia, and public events. His books include: Love, justice, and
education (2009); C urriculum: Perspective, Paradigm, and Possibility (1986); R eflections
from the Heart of Educational Inquiry (Willis & Schubert, 1991); Teacher Lore (Schubert &
Ayers, 1992); T he American Curriculum (Willis, Schubert, Bullough, Kridel, & Holton,
1993); T urning Points in Curriculum (Sears, Marshall, Allen, Roberts, & Schubert, 2007);
Curriculum Books: The First Hundred Years (Schubert, Lopez Schubert, Thomas, &
Carroll, 2002); and The Sage Guide to Curriculum in Education (He, Schultz, & Schubert,
2015). He was a founding member of The Society for the Study of Curriculum History
and served as one of its early presidents, as well as president of the John Dewey
Society, Society of Professors of Education, and vice president of Division B of AERA.
Schubert is a Fellow of the International Academy of Education. In 2004 he received the
Lifetime Achievement Award in Curriculum Studies (Division B) from AERA. His
publications, collected files, and over 2000 books have been archived as the William H.
Schubert Curriculum Studies Collection at the Zach S. Henderson Library at Georgia
Southern University.
Anthony Brown is Associate Professor of Curriculum & Instruction at the University of
Texas at Austin. He also is an affiliated faculty with the John Warfield Center for African
and African American Studies and the department of African and African Diaspora
Studies. He received his PhD from the University of Wisconsin Madison in Curriculum &
Instruction in 2006. His research agenda falls into two interconnected strands of
research, related broadly to the education of African Americans. His first strand of
research examines how educational stakeholders make sense of and respond to the
educational needs of African American male students. The second strand examines
how school curriculum depicts the historical experiences of African Americans in
official school knowledge (e.g. standards and textbooks) and within popular discourse.
Dr. Brown has published over 25 journal articles, 9 book chapters, 1 edited book and 2
full-length books. His most recent publication is Black Intellectual Thought in Education:
The Missing Traditions of Ann Julia Cooper, Carter G. Woodson and Alain LeRoy Brown
(with Carl A. Grant and Keffrelyn D. Brown) and Reclaiming the Multicultural Roots of the
U.S. Curriculum: Communities of Color and Official Knowledge in Education (with Wayne
Au and Lola Calderon).
Christopher B. Crowley i s an Assistant Professor of Teacher Education at Wayne State
University in Detroit, Michigan. His primary area of research is in the field of curriculum
studies and focuses on issues of privatization in teacher education. His research
critically examines how various stakeholders—including nonprofit organizations,
philanthropic foundations, the for-profit sector, education management corporations,
and charter school networks—are becoming increasingly involved in multiple aspects of
teacher education. Crowley received his Ph.D. in Curriculum & Instruction from the
University of Wisconsin-Madison in 2015. His research has appeared in journals such
as Teaching and Teacher Education, R eview of Research in Education, T
eachers College
Record, and Schools: Studies in Education, as well as the edited books The Strong State
and Curriculum Reform (Routledge, 2016) and International Struggles for Critical
Democratic Education (Peter Lang, 2012).
Where to Send Applications:
Christopher B. Crowley ( cbcrowley@wayne.edu), Wayne State University
4. Double Seminar in Globalization Theories, Methods, and Educational
Implications
Rationale:
Dynamics associated with globalization—as expressed in the intensification and
movement of cultural and economic capital, mass migration, and the amplification and
proliferation of images via digitalization and electronic mediation generally—are now
fully articulated to modern schooling and the social and cultural environments in which
both school youth and educators now operate. These developments are not always
salutary and they are forcing educators to reconsider the boundaries of curriculum,
pedagogy and educational policy. If as educators we are to more fully engage with the
complex range of experiences, images, and practices that now compel modern school
youth and affect their articulation of needs, interests and desires, then we must take
these global developments seriously. This double seminar (day one and day two) is
aimed at introducing participants to a wide range of theories, methodological
approaches, and policy discourses that take globalization and its impacts as critical
research objects for thoughtful analysis and for deepening understanding of
pedagogical practices and interventions in contemporary classroom.
Seminar I
Introducing Globalization Theory and Methods
This course is intended as an overview of the major currents of thought in the
emergent field of globalization studies and its impacts on education. After tracing out
the history, definition and terms of reference of globalization theory, we will explore the
major themes and substantive theoretical and methodological tenets of key proponents
(Appadurai, Burawoy, Castells, Fairclough, Held, McGrew, Sassen and others). This
course should have broad appeal to students pursuing critical studies in the curriculum
and instruction, educational policy, humanities, social sciences, the mass
communications fields and in the emerging field of globalization studies. Every effort
will be made in the seminar to explore interdisciplinary connections between
globalization theory and other related bodies of thought such as the sociology of the
Chicago School, cultural studies, poststructuralism, feminist theory, and research in the
areas of development and dependency theory and modernization
studies—acknowledging that the latter constitute the intellectual antecedents of present
theoretical and methodological directions in globalization studies.
Readings
Burawoy, M. (2000). Introduction: Reaching for the global. In, Global Ethnography (pp.
ix-xv; pp. 1-40).
Latour, B. (1991). Crisis. In, W e Have Never Been Modern. (pp. 1-10). Cambridge, MA:
Harvard.
McGrew, A. (1996). A global society? In Hall et al. (Eds.), M odernity (pp. 466-503).
Oxford: Blackwell.
Rostow, W.W. (1960/2007). The stages of economic growth: A non-Communist
Manifesto In, Roberts, J.T. & Hite, A.B. (Eds). T he Globalization and Development
Reader: Perspectives on Development and Global Change (pp. 47-55). Oxford, UK:
Oxford Press.
Held, D. (1996). The development of the modern state. In, Hall, S., Held, D. Hubert, D. &
Thompson, K. (Eds). Modernity. (pp. 55-84). Oxford: Blackwell.
Bellone Hite, A. & J.T. Roberts. (2007). Development & globalization: Recurring themes.
In, Roberts, J.T. & Hite, A.B. (Eds). The Globalization and Development Reader:
Perspectives on Development and Global Change (pp. 1-16).
Saskia Sassen, S. (2000/2007). Cities in the world economy. In, Roberts, J.T. & Hite, A.B.
(Eds) The Globalization and Development Reader: Perspectives on Development
and Global Change (pp. 195-215).
Seminar II
Understanding Global Education and Culture
This seminar is oriented towards the understanding of the global culture and the
education policy implications that flow from such consideration. Building on the central
understanding of policy making as a journey, it concerns the evaluation of global culture
through tropes of travel, the study tour and mass mediated messages associated with
popular memory, ritual, tradition and tourism in an era of rising emphasis on
cosmopolitanism and its obverse, nationalism and localist particularism. As such the
central emphasis of study is the visualization of global travel and research methods
pertinent to the study of visual cultures. As there is a movement to infuse global
perspectives into educational approaches, including curriculum, teaching, and
programming, such as study abroad, the seminar is intended to raise the level of critical
reflection on study abroad programs across K-12 and higher education levels, as well as
policy documents as they intersect with popular images and texts on tourist sites and
travel such as tour guides, travel books, videos, films and websites. The ultimate aim is
to help graduate students interested in study abroad in their quest to become a more
thoughtful and engaged traveler and to enhance understanding of evolving global
cultures for all students interested in international policy in education studies. This
seminar offers theoretical, critical, and practical insights into these topics.
Readings
Appadurai, A. (1996). Disjuncture and difference in the global cultural economy. In A.
Appadurai, M odernity at large: Cultural dimensions of globalization (pp. 27-47).
Minneapolis: University of Minnesota Press.
Oyku Potuoglu-Cook. (2006). Beyond the Glitter: Belly Dance and Neoliberal
Gentrification in Istanbul. Cultural Anthropology 21 (4), pp. 633-660.
Engel, L. (2007). Policy as journey: Tracing the steps of a reinvented Spanish state. In C.
McCarthy et al. Globalizing Cultural Studies: Ethnographic Interventions in Theory,
Methods and Policy. (pp. 385-406). New York: Peter Lang.
McCarthy, C. (2016). Reconsidering Aesthetics and Everyday Life. In Peters, M. (Ed). In,
Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Singapore: Springer
Science and Business Media.
Thomlinson, J. (2015). Cultural Imperialism. In Lechner and Boli (Eds.) Globalization
Reader -5th Edition (pp. 366-375). Oxford, UK: Wiley Press.
Woolf, M. (2006). Come and See the Poor People: The Pursuit of Exotica. F rontiers: The
Interdisciplinary Journal of Study Abroad, 13, 135–146. Retrieved from
https://eric.ed.gov/?id=EJ891488
Woolf, M. (2010). Another “mishegas”: Global citizenship. Frontiers: The Interdisciplinary
Journal of Study Abroad, 1 9, 47–60.
Zemach-Bersin, T. (2007). Global citizenship and study abroad: It’s all about US. Critical
Literacy: Theories and Practices, 1(2), 16–28.
Facilitators
Laura Engel is an Associate Professor of International Education and International
Affairs at the George Washington University, where she is Director of the International
Education Program and co-chair of the GW UNESCO Chair in International Education for
Development. Professor Engel teaches graduate courses in international and
comparative education on globalization studies and citizenship education. Her research
on globalization, citizenship, and education policy formation in federal systems has
resulted in over 40 journal articles, books, and policy briefs. S
he is currently leading the
AERA and National Geographic Society funded research studies of the DC Public
Schools Study Abroad program.
Cameron McCarthy is Hardie Fellow 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 was,
until recently, Director and Divisional Coordinator of the Global Studies in Education
Program at the University of Illinois. Professor McCarthy teaches courses in
globalization studies, postcolonialism, mass communications theory and cultural
studies at his university. His latest books include the co-edited and co-authored
volumes: Elite Schools in Globalizing Circumstances (Routledge, 2016) a nd Class
Choreographies, Elite Schools and Globalization (Palgrave, 2017).
Where to Send Applications:
Laura Engel (l ce@gwu.edu) George Washington University
Cameron McCarthy (c mccart1@illinois.edu) University of Illinois
5. Soka Studies in the Possibilities and Necessities of Non-Western,
International and Comparative Curriculum Inquiry
This seminar engages participants in examining the possibilities and necessities of
non-Western, international, and comparative curriculum studies at a time of increasing
nationalism in the U.S. and a public education system in free fall. How can and does
curriculum studies in international contexts inform curriculum theorizing in the West?
How does curriculum studies in the West positively and negatively inform education in
international contexts? What are the possibilities and necessities of non-Western
research methods, philosophies, texts, and perspectives that can shape curriculum
inquiry in the West? Taking the worldwide phenomena of Soka studies in education as a
focal point of inquiry, facilitators and participants of this session will wrestle with these
questions in the context of their own research agendas and interests. Especial focus
will be placed on the the “modes of thinking” in the textual, cultural, and discursive
curriculum of Soka, as well as on the Soka heritage’s dialogic engagement with
curriculum in the East-West ecology of thought.
Literally “value-creating,” sō ka is a Japanese approach to curriculum that emerged in
1930s Japan in response to an increasingly militaristic educational system focused on
creating subjects of the state rather than contributive citizens of local and global
communities. Stressing academic achievement, moral development, interdependence,
global citizenship, dialogue, and profound student-teacher relationships for social
self-actualization and a meaningful life through the taught and untaught curriculum,
sōka approaches undergird 15 Soka kindergartens, primary and secondary schools,
women’s college, and universities in seven countries across Asia and the Americas.
They inform public and private schools and universities in various countries and are
practiced by thousands of educators and school leaders in diverse multicultural,
multiethnic and multilingual contexts.
Taking geopolitical power, global citizenship, and public/private schooling as nodal
points, the facilitators of this session will share examples from their research into
biographical and textual analysis of international thinkers, and a situated analysis of
their relevance for contemporary education. Together with the participants, the
facilitators will consider aims, issues, and research strategies that are mindful of the
particularities of language, culture, agency, and place for education. Participants are
invited to contribute by bringing in their own diverse perspectives in conceptualizing
curriculum that is non-centric so that knowledge within the curriculum is representative
of all groups. This seminar will place special emphasis on participants’ current and
future research projects, dissertation proposals, dissertation manuscripts, and
publication interests. It will be dialogic, collaborative and participatory.
Participants
This seminar is envisioned for doctoral students and new/junior faculty.
Structure
Day 1 includes facilitator and participant introductions, introductions of participants’
work, and facilitators’ presentation of the seminar themes, guiding questions, suggested
materials, and schedule. This is followed by extended dialogue among participants, in
pairs or triads, about their own thematic and scholarly concerns that brought them to
the session. They will then report these back to large group. We will then unpack these
through the lens of the guiding questions and themes of the session, examining how the
example of Soka studies addresses—or could address—these concerns.
Day 2 focuses more directly on the participants’ research and particular ways of
examining and engaging non-Western, international and comparative curriculum studies
in this work. Day 2 toggles among dialogue in pairs, triads, and whole group discussion
moderated by the facilitators. Time will be spent on issues related to publishing and
joining on-going scholarly discourses on themes related to participants’ work.
Suggested Readings for Participants
Goulah, J., & Ito, T. (2012). Daisaku Ikeda’s curriculum of Soka education: Creating value
through dialogue, global citizenship, and “human education” in the
mentor-disciple relationship. C urriculum Inquiry, 42(1), 56-79.
Ikeda, D. ([2001] 2010). John Dewey and Tsunesaburo Makiguchi: Confluences of
thought and action. In Soka education: For the happiness of the individual (pp.
1-32). Santa Monica, CA: Middleway Press.
Ikeda, D. (1996). T houghts on education for global citizenship.
http://www.daisakuikeda.org/sub/resources/works/lect/lect-08.html.
McKee, A. (2003). Textual analysis: A beginner’s guide. London: Sage [chapter one].
Merryfield, M. M. (2002). Rethinking our framework for understanding the world. T heory
and R esearch in Social Education, 30(1), 148-151.
Facilitators
Jason Goulah is Associate Professor of Bilingual-Bicultural Education and Director of
the Institute for Daisaku Ikeda Studies in Education at DePaul University, USA. He is also
Director of Bilingual-Bicultural Education and World Languages Education in the College
of Education at DePaul University and Executive Advisor at the Ikeda Center for Peace,
Learning and Dialogue in Cambridge, MA. He is a former high school teacher of
Japanese, ESL, and Russian as foreign and heritage languages. He has served as a
research fellow at the Center for Latino Research; Soka University, Tokyo; and the Baldy
Center for Law and Social Policy, University at Buffalo Law School. His research
interests include transformative language learning; Makiguchi and Ikeda studies in
education; bilingualism-biculturalism-biliteracy; and language, culture, identity and new
literacies. His scholarship has appeared in multiple scholarly journals and edited
volumes. His books include Makiguchi Tsunesaburo in the Context of Language, Identity
and Education (Routledge, 2017); Makiguchi Tsunesaburo (1871-1944): Educational
Philosophy in Context (with Andrew Gebert; Routledge, 2013); and D aisaku Ikeda,
Language and Education (Routledge, 2015), which received the 2 015 Critics Choice Book
Award from the American Educational Studies Association. He received the 2009
Stephen A. Freeman Award for best language education research article of the year.
Namrata Sharma is an Adjunct Professor in the School of Education, State University of
New York at Oswego; a Visiting Researcher at Soka University, Tokyo; and an Academic
Advisor with AlphaPlus educational consultancy, United Kingdom. She is also a board
member of The Ikeda Centre for Value Creation, Trivandrum, India. Dr. Sharma has a
bachelor’s degree from Delhi University, Masters in Education from Soka University,
Tokyo, and PhD and Post-doctorate from the UCL Institute of Education, London. Her
research areas include international and comparative education, with a special focus on
India, Japan, the United Kingdom and the United States. Her scholarship has appeared
in multiple journals and books. She is the author of Makiguchi and Gandhi: Their
Educational Relevance for the 21st Century (Rowman & Littlefield, 2008) and Value
Creators in Education: Japanese Educator Makiguchi and Mahatma Gandhi and Their
Relevance for Indian Education (Regency, 2002).
Where to Send Applications:
Jason Goulah (jgoulah@depaul.edu) DePaul University
6. SAY IT OUT LOUD!!!: Using Disruptive Methods in Your Qualitative
Dissertation
How can the gnarly, knotted spaces of disruptive qualitative methodologies be
negotiated in the classrooms and corridors (Metz, 1978) where marginalized youth are
negatively impacted by schooling? Dialogues surrounding the nexus of research, social
justice, and schools is a well-trodden space in educational inquiry (e.g., Jackson, 1968;
Lather, 1986; Nespor, 1997; Tatum, 2003; Meiners, 2016). As sociopolitical norms and
values continue to reify structures that have traditionally marginalized people and
groups, the call for conversations focused on equity and access in schools that
resonates through historical and contemporary contexts becomes increasingly
significant (Cooper, 1892; Woodson, 1933; Watkins, 2001; Gershon, 2013). With these
histories and contexts in mind, we ask: What does it mean to research in ways that are
disruptive? How do we, as Meiners (2016) argues, enact research agendas that “resist
new forms of capture” (p. 19) within oppressive structures? How do we, as researchers
and educators, move from “straining to look over the shoulders of those to whom
[social movements] properly belong” (Geertz, 1973, p. 452) to engendering and
maintaining disruptive research with communities? In short, what does it mean to
“disrupt” through research?
This preconference seminar focuses on the art of disruption through qualitative
methodologies. Specifically, we examine the process of research through the lens of
social justice as it is intended to interrupt sociocultural norms and values (e.g., Boucher
2017; McCready, 2004; Meiners, 2016; Ward, 2017; Wozolek, Wootton & Demlow, 2016).
We do not denounce current qualitative research methodologies as a post-next choice
but, rather, recognize the multiple ingresses toward social justice through research. As
non-traditional presentations of research continue to grow (e.g., Sousanis, 2015), this
preconference seminar aims to enter graduate students into this dialogue through the
nested layers of its historical and contemporary iterations. Through the facilitators’ and
participants’ methodological commitments and frameworks, this preconference
engages in the challenges and possibilities of getting lost (Lather, 2007; Behar, 1996) in
justice-oriented educational research. Resonating with Ruth Behar’s (1997) work, we
invite participants to engage in “loss, mourning, the longing for memory, the desire to
enter the world around and having no idea how to do it, the fear of observing too coldly
or too distractedly or too raggedly, the [desire to think] in the utter uselessness of
writing anything and yet the burning desire to write something” (p. 3) about the
inequities of the classroom, the everydayness of schooling as it collides with research.
Pre-conference seminar description: This two day session with early career scholars is
designed for doctoral students in their second or third year to workshop disruptive
methods in qualitative research in the hope of meeting Meiners’ challenge to create
works that challenge the structures of power through scholarship.
The connection to the work of Division B: W e agree with Au (2012) that the study of
curriculum should, “…relate to the classroom practices of teachers [or other educators],
but also… have enough theoretical explanatory power to interrogate the complex
material and social relations embodied by those very same practices” (p. 33). The work
of division B is specifically to explore these possibilities and to move the study of
curriculum, the space, objects, people and experience of the classroom, in new ways,
creating new understandings, theories and practices. Our hope is that the participants
will be better equipped to do that work after our session.
The connection to the conference theme: Public education in a democracy is the
necessary enterprise. In curriculum studies, our work of critique is never ending as an
act of love. We love schools, kids, teachers, and the trappings of our schools while we
rightfully demand that they become better. Our love, like our abiding love of learning,
ideas, creativity, and that sound of recognition, the “ah-ha” is the reason for our critique.
We are the first to criticize and the first to defend. We are the “warm demanders” of our
schools and we work to prepare a new generation of teachers who demand that each
child’s experience in schools is equitable and excellent (Ware, 2006). This work of
critique is done best when applied with complexity and intentionality and our plan is to
aid the participants in that work.
Intended participants: 2nd and 3rd year doctoral students working on their method for
their dissertations and finding that they need more voices to move them forward.
General structure and tentative schedule: On day 1, after introductions, the four
scholars in this session will present on their chosen frameworks and methods they are
currently using on research projects and will pose specific questions regarding
methodology, data collection, participant selection, positionality, and their theoretical
frameworks. Participants will then discuss and workshop in small groups in
collaboration with one or more of the scholars. Scholars will bring expertise, resources,
and reflection to the process to help participants clarify their thinking and consider new
frameworks to aid their inquiry.
Overnight: the participants in the session will be asked to map out their methodological
commitments, frameworks, and collection methods to bring to the morning session.
Day 2: The participants will informally present their ideas to small groups led by the
scholars and continue to workshop their methods. At mid-morning, participants will
present to the full group their thinking and learning about their method and ask the
whole group one or two questions regarding their work that will provide the participant
with ideas for further reflection.
At 11:45: The two-day workshop will conclude with participants and scholars
exchanging contact information for ongoing mentoring and collaboration.
References
Au, W. (2012). Critical curriculum studies: Education, consciousness, and the politics of
knowing. New York, NY: Routledge.
Behar, R. (1996). T he vulnerable observer: Anthropology that breaks your heart. Boston,
MA: Beacon Press.
Boucher, M. L. (2017) The art of observation: Issues and potential of using
photo-methods in critical ethnography with adolescents. International Journal of
Adult Vocational Education and Technology (IJAVET). 8 (2) 1-14. doi:
10.4018/ijavet.2017040101
Cooper, A. J. (1892). A voice from the South, by a Black woman from the South.
Retrieved from http://docsouth.unc.edu/church/cooper/cooper.html
Geertz, C. (1973). T he interpretations of cultures. New York, NY: Basic Books.
Gershon, W. S. (2013). Resonance, affect, and ways of being: Implications of sensual
curriculum for educational theory and urban first graders’ literacy practices. The
Journal of School and Society, 1( 1).
Jackson, P.W. (1968). L ife in classrooms. N
ew York: Holt, Rinehart & Winston.
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a
soft place. Interchange, 17(4), 63-84.
Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany, NY:
SUNY Press.
McCready, L. T. (2004). Some challenges facing queer youth programs in urban high
schools: Racial segregation and de-normalizing whiteness. Journal of Gay &
Lesbian Issues in Education, 1 (3), 37-51.
Meiners, E. (2016). For the children?: Protecting innocence in a carceral state.
Minneapolis, MN: University of Minnesota Press.
Metz, M. H. (1978). Classrooms and corridors: The crisis of authority in desegregated
secondary schools. L os Angeles, CA: University of California Press.
Nespor, J. (1997). Tangled up in school: Politics, space, bodies and signs in the
educational process. M ahwah, NJ: Lawrence Erlbaum Associates Inc.
Sousanis, N. (2015). Unflattening. C ambridge, MA: Harvard University Press.
Tatum, B. D. (2003). “Why are all the Black kids sitting together in the cafeteria?”: And
other conversations about race. N ew York, NY: Basic Books.
Ward, M. C. (2017). Youth-constructed narratives on the negotiation of urban youth and
peer educator identities (Unpublished doctoral dissertation). George Washington
University. ProQuest # 10263673
Ware, F. (2006). Warm demander pedagogy. Urban Education, 4 1(4), 427-456.
doi:10.1177/0042085906289710
Watkins, W. H. (2001). The white architects of black education: Ideology and power in
America 1865-1954. N ew York, NY: Teachers College Press.
Woodson, C. G. (1933). T he mis-education of the Negro. N.P.
Wozolek, B., Wootton, L., & Demlow, A. (2016). The school-to-coffin pipeline: Queer
youth, suicide and resilience of spirit, Cultural Studies<>Critical Methodologies,
1-7.
Faciliators
Michael L. Boucher, Jr., Ph. D. is in his fourth year as an assistant professor at Texas
State University where he teachers research methods and adolescent development. His
research on race and teacher identity has led to publication on ethnographic photo
methods, White teachers’ relationships of solidarity with students of color, racialized
historical understanding, and the racialized curriculum of public museums and
monuments. Beyond publication, Dr. Boucher was the Principal Investigator on a 1
million dollar NSF grant seeking to increase the numbers of teachers of color in Florida.
He uses Critical Whiteness Studies as a framework and photo elicitation as
ethnographic technique to study White classroom teachers, exploring their complicated
identities and theorization around race.
Boni Wozolek, Ph.D. is a Postdoctoral Research Fellow at Loyola University Maryland
where she teaches research methods, urban education, and secondary teacher
education courses. Her work considers questions of social justice, qualitative research
methods, and teaching practices that focus on the examination of race, gender, and
sexual orientation in schools. Dr. Wozolek is the 2012 recipient of the James T. Sears
award and the 2016 Outstanding Dissertation Recognition Award from AERA’s Division
B (Curriculum Studies). She is also a member of the American Educational Studies
Association’s executive council as well as the University of Michigan’s National Center
for Institutional Diversity. In addition to her recent publications on her theorization of the
school-to-coffin pipeline and Queer Battle Fatigue, and numerous conference
presentations, Dr. Wozolek is on the editorial board of Taboo and a founding editor of
the International Journal of Curriculum and Social Justice. Finally, in addition to her
service and teaching, Dr. Wozolek runs sessions on anti-racist/anti-homophobic
practices for K-12 educators and advises a high school Genders and Sexualities
Alliance.
Dr. Maranda C. Ward serves as a Visiting Assistant Professor in the GW School of
Medicine and Health Sciences where she designs, evaluates, and teaches health equity
curriculum for undergraduate students. She is also a community educator, curriculum
developer, and youth builder. Her participatory action research explores how urban
youth serving as peer educators in an arts-based program actively construct their
identities. Dr. Ward's research is translated into practice as the Co-Founder and
Executive Director of Promising Futures - a youth development pipeline for youth ages
11-24. She is also a certified trainer for three Centers for Disease Control and
Prevention (CDC) evidence-based interventions: Focus on Youth + ImPACT,
VOICES/VOCES, and Project AIM.
She recently authored a curriculum based on the Social Change Model of Leadership for
undergraduate GW business school students to implement a citywide social
entrepreneurship venture with D.C. youth. When she is not teaching on-campus to
undergraduate health sciences and business school students or pre-service teachers in
the Secondary Master's Program, she is using D.C. as a classroom for the youth in her
after-school program. She has commitments to service-learning, equity, community
legacy, youth development, and honoring youth voice.
Where to Send Applications:
Michael L. Boucher, Jr., ( m ichaelboucher@txstate.edu) Texas State University
7. T
he Soundscapes of the City: The Spirit of Hip Hop Liberation
Honoring Womxn in the Movement
Guided by Hip Hop feminisms, women of Color feminisms, critical pedagogies and
social movement learning, we celebrate women’s vitality and creativity in and through
Hip Hop cultures. We celebrate in the city that birthed the sound of liberation.
In recent years, there has been growing resistance to settler colonialism, capitalism,
racism, militarism and war. From the resurgence of Indigenous and Black liberation
movements in Turtle Island, to the revolutions, intifadas and revolts across the Middle
East, North Africa and Latin America, Hip Hop culture has been a space within these
movements for radical critique of power, and refuge. Although Black women,
Indigenous women, women of Color have been at the forefront of these movements,
their bodies are most vulnerable and voices often unheard. Foregrounding the
perspective that liberation is a human right for all peoples, in this session we seek to
resist silences, erasures, evictions, captivity and annihilation through a feminist lens of
Hip Hop liberation.
Living in the rupture of finding what Joan Morgan (1999) terms a functional Hip Hop
feminism that seeks empowerment on spiritual, material, physical and emotional lives.
shani jamila (2002) argues, “as women of the hip-hop generation we need a feminist
consciousness that allows us to examine how representations and images can be
simultaneously empowering and problematic” (p. 392). Imani Kai Johnson (2014)
considers b-girls and terms their movements as, “badass femininity” – a concept that
draws attention to non-normative femininities born out of the margins of society, and
enacted in the public sphere through performance.
Within imperialist White supremacist heteropatriarchy, Black women, Indigenous
women and women of Color are harassed, policed, incarcerated, exploited, disappeared,
raped, murdered and used as of weapons in war. This session poses the questions,
● How do women imagine, enact and articulate liberation in and through Hip Hop
cultures?
● How can and do women engage with Hip Hop cultures to empower and heal one
another?
● What can we learn about pedagogy from women in Hip Hop concerning broader
projects of justice, decolonization and freedom?
References
hooks, b. (2004). W e real cool: Black men and masculinity. Psychology Press.
Johnson, I. K. (2014). From blues women to b-girls: Performing badass femininity.
Women & Performance - A Journal of Feminist Theory, 24(1), 15-28.
doi:10.1080/0740770X.2014.902649
Jamila, S. (2002). Can I get a witness? Testimony from a hip hop feminist. Colonize this,
382-394.
Morgan, J. (1999). When Chickenhead come home to roost: My life as a hip hop
feminist.
Facilitators
Chandni Desai is a Visiting Assistant Professor at the University of Toronto. Her
doctoral dissertation “We Teach Life”: Exile, Hip Hop and the Radical Tradition of
Palestinian Cultural Resistance” received the 2017 AERA Division B Outstanding
Dissertation Award. In 2016/17 Desai was a Mellon Post-Doctoral Research Fellow at
the University of Chicago at Illinois (UIC) Social Justice Initiative. She worked on the
“Geographies of Justice” project (with Barbara Ransby) which focused on state violence
and the politics of liberation across three freedom struggles - Movement for Black Lives
(US), and South African and Palestinian liberation. She is currently working on her first
book manuscript which examines the logics of settler colonialism(s) and empire across
geographies through an interdisciplinary analysis of Palestinian cultural-resistance
practices (specifically hip hop) and their critical intersections with the tactics of colonial
dispossession, warfare and genocide. She has published in Decolonization: Indigeneity,
Education and Society; Curriculum Inquiry; Journal of Curriculum Theorizing; The Roeper
Review; and several anthologies on the question of Palestine; militarism and war in
education, arts in education, and Palestinian/Arab hip hop.
Sameena Eidoo is an educator, educational researcher and dreamer committed to
humanizing praxis. She is the Assistant Director, Education and Programs, at the
Multi-Faith Centre for Spiritual Study and Practice of the University of Toronto, where
she conceptualizes and curates educational programming based on an understanding
of spirituality as embodied and transcendent experience. An award-winning educator,
Sameena is currently teaching at the Ontario Institute for Studies in Education of the
University of Toronto. She has developed and taught courses on youth, popular culture
and schooling; socio-cultural foundations in education; educational research; migration
and globalization; and educational philosopher Paulo Freire. Her doctoral research
explored the limits and possibilities of youth citizenship through the voices and stories
of young Muslims engaged in intentional political projects in post-9/11 Toronto.
Insights from the study have been shared at interdisciplinary meetings in Qatar, Canada,
and the United States, including at including New York University's Hip Hop Education
Centre Think Tank. Subsequently, Sameena accepted an invitation to join the Think
Tank to support professional development in Hip Hop education. Sameena has recently
published work on pedagogies of solidarity, pedagogies of Muslim feminisms, and
Islamic Human Rights Declarations/Conventions on children’s educational rights. She
has a forthcoming co-authored publication on critical Hip Hop education, decolonization
and futurities.
Audrey Hudson is an artist, educator and researcher. Audrey is the Manager of School
and Teacher Programs at the Art Gallery of Ontario and a faculty member at OCAD
University where she developed two courses on the influence of hip hop on art and
design practices. Hudson earned her doctorate in Education from University of Toronto,
her thesis was entitled, “Decolonizing Indigenous Youth Studies: Photography and Hip
Hop as Sites of Resilience”. She believes the arts are a way to bring these rich
knowledges and voices of young people into pedagogical spaces to discuss histories of
colonization, race, representation and sovereignty. Audrey received a Social Sciences
and Humanities Research Council (SSHRC) Connections grant with a team, which
brought together hip hop cultural workers across Canada. Hudson is currently
co-developing and will co-teach a graduate level course for Ontario Institute for Studies
in Education on Desire and Change: Difficult Conversation in Art and Art education. She
is also co-editing a text, under review, entitled, Thinking About Hip Hop: Blackness,
Indigeneity and Identity.
Where to Send Applications:
Chandni Desai (c h.desai@utoronto.ca ) U niversity of Toronto
8. Laboring for Love, Toward Justice, With Joy:
Wellness Work for Curriculum Scholars in the Wake of “45”
To be alive and well in the current era of facism, racism, and the 45th presidency, it
seems to us—two Black|female|mother|critical|scholars—that curricula of healing is
absolutely essential. Having personally experienced the heaviness of the political
moment and engaged in casual and more formal conversations among justice-oriented
comrades in the field, we know that healing, especially through the work of radical
self-care and wellness, are deemed important to many other educational scholars and
the production and dissemination of their scholarship, too. Yet, we ask you—dear
colleague—as Toni Cade Bambara did in her seminal novel The Salt Eaters (1980): “Are
you sure, sweetheart, that you want to be well? Just so’s you’re sure, sweetheart, and
ready to be healed, cause wholeness is no trifling matter. A lot of weight when you’re
well.” Wellness—or the achievement of a balanced life through consistent attention to
our occupational, intellectual, spiritual, social, physical, and emotional state—requires
that you take seriously, among other components, love.
Academics have a hard time talking about the role of “love” in social research and in the
lives of researchers themselves, and the lack of a working definition for its meaning
only partly explains our difficulty. The more substantial barrier is our tendency to think
about “research” not as a careful exploration of specific social, intellectual, or
methodological problems that bear on the everyday circumstances of real people, but
as the product of observable and replicable processes, of science. Love, many would
argue, has nothing to do with this. We beg to differ. As we understand it, love—the
material and conceptual pursuit of our own or someone else’s humanity—is as sorely
needed in the field of education as it is in New York City streets. Together with seminar
participants, we will openly explore what it means for educational researchers to do
their work from a place of love.
Drawing upon themes introduced in Black feminist bell hooks’ book, A ll About Love
(2000), each day of this pre-conference seminar will include seven components:
intention-setting; visualization; breath work; discussion; creative writing; meditation; and
movement. Participants should have a journal and a pen; come dressed comfortably;
and bring a blanket or yoga mat. The immediate goal of the seminar is to help
participants center and ground in a bustling city before a busy conference. The greater
goal is to teach and learn concrete strategies of a healing curriculum that can be
practiced daily within and beyond academic spaces.
Facilitators
Marcelle Haddix (Ph.D., Boston College) is a Dean’s Associate Professor and chair of
the Reading and Language Arts department in the Syracuse University School of
Education and a nationally-recognized literacy scholar committed to centering Black
literacies in educational practices and spaces. She directs two literacy programs for
adolescent youth: the Writing Our Lives project that supports the writing practices of
urban middle and high school students within and beyond school contexts, and the Dark
Girls afterschool program for Black middle school girls aimed at celebrating Black girl
literacies. Marcelle’s work is featured in Research in the Teaching of English, English
Education, Linguistics and Education, and Journal of Adolescent and Adult Literacy and
in her book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education.
Her recognitions include the AERA Division K Early Career Award; the National Council
for Teachers of English Promising Researcher Award; and the NCTE Janet Emig Award.
She is the President-elect of the Literacy Research Association. For Marcelle, yoga,
wellness, and healthy living are deeply personal and political. Known as The ZenG, she
is a practicing vegan and 200-hour registered yoga instructor who specializes in yoga
for underrepresented groups and for community-based organizations.
Crystal T. Laura (Ph.D.,University of Illinois-Chicago) is Associate Professor of
Educational Leadership and Co-Director of the Center for Urban Research and Education
at Chicago State University (CSU). Crystal’s work has focused on the social foundations
of education, diversity and equity in schools, and building the capacity of school-based
educational leaders to promote social justice. Crystal’s scholarship on the
“school-to-prison pipeline” is informed by her dissertation project, for which she won an
Outstanding Dissertation Award from the Qualitative Research Special Interest Group of
AERA and has appeared in Race, Ethnicity and Education, C ultural Studies-Critical
Methodologies, Gender and Education, Critical Questions in Education, and also in her
award-winning book, Being Bad: My Baby Brother and the School-to-Prison Pipeline. She
lectures across the U.S. and is a frequent presenter at the annual meeting of the AERA,
to which she has belonged since 2006, currently serving as Chair of the Equity and
Inclusion Council. Crystal is a practicing vegan and 200-hour registered yoga instructor
who specializes in yoga for mothers of color. She is also a member of the Yoga for
Black Lives collective of teachers who lead pop-up yoga classes to generate donations
in support of Black-affirming activism in Chicago.
Where to Send Applications:
Crystal T. Laura (claura@csu.edu), Chicago State University