Critical Intersections In Contemporary Curriculum & Pedagogy
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Home > Society and Social Sciences > Education > Educational systems and structures > Curriculum planning and development > Critical Intersections In Contemporary Curriculum & Pedagogy: (Curriculum and Pedagogy)
Critical Intersections In Contemporary Curriculum & Pedagogy: (Curriculum and Pedagogy)

Critical Intersections In Contemporary Curriculum & Pedagogy: (Curriculum and Pedagogy)


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About the Book

This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries toward the ends of lending momentum to the ever-present and wide-open question: What is to be done— in terms of curriculum and pedagogy— in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners? These chapters represent perspectives from curriculum workers/teachers/scholars/activists across theoretical landscapes and spanning a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture and curriculum as well as to social justice, schools and society.

Table of Contents:
Section I. Nurturing Critical Conversations of Curriculum and Pedagogy. Chapter 1. Disrupting Teacher Education: The Rise of Independent Teacher Credentialing Programs; Kris Sloan. Chapter 2. Daylight Nightmare: A Contending Pressure to Defend and Negotiate Canadian-Muslim Identity on the School Landscape; Momina Khan. Chapter 3. Centering the Voices of Teacher Candidates of Color to Inform Racially-Just Educational Spaces; Robbie Burnett and Beth Beschorner. Chapter 4. Decolonization: A Metaphorical Conundrum; Manisha Sharma. Chapter 5. Teaching Black Social Movements Through #BlackLivesMatter: Twitter as a Lab, Knowledge Bank, and Field; Kevin Winstead and Wendy Marie Laybourn. Chapter 6. Challenges and Possibilities of Intersectionality in the Education of English Language Learners; Rachel Grant and Gertrude Tinker Sachs. Chapter 7. Dying White People in Dead White Schools; Samuel Jaye Tanner. Section II. Fostering Pedagogical Border Crossings and Critical Curriculum Imaginaries. Chapter 8. Educational Change and the Participation of Families in Schools from a Critical Intercultural Approach: The Case of Spain; Inmaculada Antolínez-Domínguez, Esther Márquez-Lepe, and María García-Cano Torrico. Chapter 9. Las Traviesas: Critical Feminist Educators in Their Struggle for Critical Teaching; Brian Gibbs. Chapter 10. English Teachers' Narratives in the Midst of Sacred Curriculum Stories; Candace Schlein, Sara Crump, and Christa Wenger. Chapter 11. Preservice Teachers' Exploration of Imaginary Futures: Using a Novel to Cross Borders of Space, Time, and Matter in a Multicultural Education Course; Tammy Mills and Rebecca Buchanan. Chapter 12. It Takes a Nation of Millions: How to Freestyle a Hip Hop Curriculum; Frederick W. Gooding Jr. and T. Mark Montoya. Chapter 13. Social Justice in Service-Learning and Community Engagement: A Conversation About Meanings, Practices, and Possibilities; Leslie Garvin, Patricia Bricker, Margaret M. Commins, Spoma Jovanovic, Kelly Misiak, Lane Perry, Sarah E. Stanlick, Elizabeth Wall-Bassett, Catherine Wright, and Patti H. Clayton. Chapter 14. A Currere of Maintaining Mental Health as an Administrator Through a Reflective-Practice, Arts-Based Inquiry; Joe Norris. Section III. Embodying Possibilities in Living Curriculum. Chapter 15. Embracing Complexities, Contradictions and Plurality: Three Voices from a Hispanic-Serving Institution at the Frontera; Karin A. Lewis, Miryam Espinosa-Dulanto, and Vejoya Viren. Chapter 16. Criando y Creando: Latina Mothers in Academia; Freyca Calderon-Berumen and Karla O'Donald. Chapter 17. Faraway Eyes: A Lived Curriculum of Daughter Care; Laura M. Jewett and Zulema Williams. Chapter 18. Identity, Fluidity, Empowerment, and Engendered Poverty: Performing a Veteran-Latina-Online-Graduate Student; Maricela Burns. Chapter 19. Sober Awakening: Transcending the Paralysis of Perfection Through a Practice of Acceptance; Sarah K. Mackenzie-Dawson. Chapter 20. Unquiet Complexion; Eva Rose B. Washburn-Repollo. Chapter 21. Not a War Zone; Sarrah Grubb.

About the Author :
Laura Jewett, The University of Texas Rio Grande Valley. Freyca Calderon-Berumen, The Pennsylvania State University-Altoona Miryam Espinosa-Dulanto, The University of Texas Rio Grande Valley.


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Product Details
  • ISBN-13: 9781641134248
  • Publisher: Emerald Publishing Inc
  • Publisher Imprint: Information Age Publishing
  • Height: 234 mm
  • No of Pages: 320
  • Returnable: N
  • Returnable: N
  • Spine Width: 19 mm
  • Width: 156 mm
  • ISBN-10: 1641134240
  • Publisher Date: 25 Sep 2018
  • Binding: Hardback
  • Language: English
  • Returnable: N
  • Returnable: N
  • Series Title: Curriculum and Pedagogy
  • Weight: 675 gr


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