Critical Consciousness in Curricular Research

The editors and contributors to this volume present descriptive, interpretive, ethnographic, autoethnographic, case study, essay, visual, and poetic work that focuses on the challenges to curriculum transformation, including the multifaceted ways that educators fight for a more socially, culturally, linguistically, and politically responsive curriculum.

The educational climate in the United States is ripe for dialogue and interrogation of notions of what should be taught in schools. The editors and contributors to this volume present descriptive, interpretive, ethnographic, autoethnographic, case study, essay, visual, and poetic work that focuses on the challenges to curriculum transformation, including the multifaceted ways that educators fight for a more socially, culturally, linguistically, and politically responsive curriculum. The contributors provide snapshots from homes, classrooms, and community spaces in an effort to illustrate how curricular approaches and implementation can offer counter-hegemonic agentry for emancipatory and democratic learning opportunities.

Autorentext

Lisa William-White (PhD, University of California at Davis) is Associate Professor of Education in the Department of Graduate and Professional Studies in Education at Cali.fornia State University, Sacramento and is an educator at San Joaquin Delta College in Stockton, California. Dana Muccular (BA and MA, California State University, Sacramento) is a behavioral analyst for children with Autism Spectrum Disorders, mental, emotional, and mild to severe physical disabilities. Gary Muccular (BA and MA, California State University, Sacramento) is a social worker for a private foster family agency in Sacramento, Caifornia. Ayanna F. Brown (PhD, Vanderbilt University) engages teacher candidates and practitioners in developing a critical lens of pedagogy and an examination of self in relationship to a philosophy of service, advocacy, and community. She is an associate professor at Elmhurst College in Elmhurst, Illinois.

Inhalt

Contents: Janice Tuck-Lively/Ayanna F. Brown: Grandmäs Brer Rabbit Wasn t the Fool You So Admire: Teaching to Oppose the Conveniences Blackness Affords Whiteness Gary Muccular Jr.: (De)Pathologizing Urban Spaces Through Dense Inquiry Liliya Zhernokleyev: : An Autobiographical Journey of a Russian Teacher in America Nicholas Daniel Hartlep (Koh Moil ): The «Not-So-Silent» Minority: Scientific Racism and the Need for Epistemological and Pedagogical Experience in Curriculum Kaying Her: Nrhiav Kuv Lub Suab, a.k.a. Finding My Voice: A Hmong Student-Teacher s Curriculum Story Ya Po Cha: Curriculum Transformation Through the Study of Hmong Culture Maggie Beddow: In Pursuit of Social Justice: My Socialization in Becoming a Social Studies Civics Educator Dana Muccular: A Writer, a Reader and a Rape: Responsible Pedagogy Through Dialogue and Self-Study Ayanna F. Brown: We Will Understand It Better By and By: Sojourning to Racial Literacy Maria Mejorado: At the Helm: The Challenges of Empowering Agriculture Workers to Obtain Their GEDs J. Baird/Nadeen T. Ruiz: Fighting for a Transnational Third Space in Teacher Education Kathy Emery: All Real Education Is Political: History, Racism, and Progressive Pedagogy Lisa William-White/Jonathan Luke Wood/Idara Essien-Wood/Cacee Belton/Gary Muccular Jr., Parrish Geary/Toni Newman: Mis-education or Malpractice? A Rallying Cry for an African-Centered Third Space in Curriculum Transformation Jazmin A. White: Autoethnography of a Mad, Black Student Motecúzoma Patrick Sánchez: Thug-Noble/Street-Scholar: Community Activism as Curriculum.