News & Announcements
News & Announcements
 
Division B Preconference Seminars 2021
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We are excited to announce the 2021 AERA Division B: Curriculum Studies Annual Preconference Seminars, to be held Tuesday, April 6 or Wednesday, April 7 (depending on the seminar) virtually. The Division B Preconference Seminars are an important tradition within the AERA annual meeting structure. It is an opportunity for emerging scholars, early career scholars, and senior scholars to participate in dynamic mentorship, where we share wisdom, creative ideas, and encouragement.

We invite you to publicize these as widely as possible, encouraging students and junior faculty to become members of Division B and apply by the deadline: February 17, 2021 (11:59pm EST). A limited number of accepted graduate student participants in this year’s seminars will be awarded free registration for the AERA annual meeting, on a first-accepted first-awarded basis.

Here are the 2021 seminars:

1) Intersectionality, Curriculum, Pedagogy, and Methodologies by Women of Color

2) “Diverse From What?” Curriculum Research to Abolish the Nonethics of War in Education Globally

3) Early Career Curriculum Scholar Session: Thriving in the Contested Landscape of Education

How to Apply

Send one file containing the following application materials via email (subject line: Div B Preconf #_: Last name.First name) to the lead facilitator listed below and cc Vonzell Agosto (Divison B Secretary) at vagosto@usf.edu 

1. full contact information including name, whether or not you are a graduate student, Department, University, and program you are in (e.g., Master’s or Ph.D.) and the sub-area of your Department if applicable, your mailing address with zip or post code, best telephone number, and email address.

2. a maximum one-page, single-spaced description of how your research relates to the seminar theme and description; and

3. an updated curriculum vitae

Deadline: Wednesday, February 17, 2021 at 11:59pm (Eastern Standard Time).

Division B Preconference Seminars 2021 

Seminar #1: Intersectionality, Curriculum, Pedagogy, and Methodologies by Women of Color – Wednesday, April 7, 8:30 a.m. to 12:30 p.m. United States ET Abstract: This seminar employs theories and knowledge from law, education, sociology, anthropology, cultural studies, and gender/women studies to examine the intersections of gender, race, ethnicity, class, citizenship, religion, ability, immigration, etc. We will discuss the work of scholars who center the pedagogy and writing of Women of Color. Women of Color are socially placed as the victims of oppression through power constructs in the dominant discourse and reality. We will engage in conversations that are designed to better understand intersectionality, problematize the assumptions connected to the possession of multiple and intersecting socially marginalized identities, and investigate these identities through an organizing principle of social, cultural, political, and economic structures in different contexts, with profound implications for institutions such as education.

Facilitators

Lead: Min Yu, Wayne State University minyu@wayne.edu Theodorea Regina Berry, University of Central Florida Theodorea.Berry@ucf.edu 

Seminar #2: “Diverse From What?” Curriculum Research to Abolish the Nonethics of War in Education Globally – Wednesday, April 7, 4 to 8 p.m. United States ET (Thursday, April 8, 8 a.m.-12 p.m. Melbourne, Australia time) Abstract: We hope to create a space for the abolitionist imagination that, inspired by acts of rebellion and marronage, charges curriculum research with a task. That is to become a place, a space, a process, a desire, an inquiry, a movement for the abolition of non-ethics acts of war on women, LGBTQI peoples, forcibly displaced peoples, Black and Brown people, people whose bodies and minds don’t conform to the “normal” default mode of being, people whose lands have been stolen, people whose livelihoods are threated on a daily basis, and the planet whose life is threatened by people. Our goal is to struggle to restore ethics in all the places non-ethics war has been causing harm for over 500 years.

Facilitators

Lead: Ligia (Licho) López López, The University of Melbourne lllopez@unimelb.edu.au Muna Saleh, Concordia, University if Edmonton muna.saleh@concordia.ab.ca Denise Chapman, Monash University denise.chapman@monash.edu 

Seminar #3: Early Career Curriculum Scholar Session: Thriving in the Contested Landscape of Education - Tuesday, April 6, 1:00 p.m. to 5:00 p.m. United States ET Abstract: This seminar is designed for early career scholars meeting the challenges of the first years out of graduate school. These 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 community engagements and activism. New faculty members navigate the idiosyncrasies of institutions with a range of social and cultural contexts, including patterns of injustice, privilege, and power. This seminar is designed to support and mentor early career folks by gathering with scholarmentors from Division B to focus on various topics related to scholarship, teaching, activism, and community engagement.

Facilitators

Lead: Christopher Crowley, Wayne State University cbcrowley@wayne.edu Robert J. Helfenbein, Mercer University helfenbein_rj@mercer.edu

 
 
2021 Scholars Award
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Critical Issues in Curriculum & Cultural Studies (CICCS) SIG

Graduate Student Paper and Early Career Scholars Award

 

Graduate Student Award:

This award recognizes the scholarship of one student whose work expands upon the themes of this year’s conference and those of the Critical Issues in Curriculum and Cultural Studies SIG. Submissions must include a single-authored, published or unpublished paper by a graduate student and a letter of nomination from a faculty member. Papers must not exceed more than 20 pages (excluding references, tables, appendices) and be blinded with a separate cover sheet stating name and university affiliation. Papers must be in APA or Chicago style.

The awards committee seeks papers that explore the ways policies, practices, and artifacts shape social histories and transform educational experiences and relationships, with particular interest in work that unsettles and broadens traditional notions of curriculum by utilizing innovative theoretical and methodological perspectives. The award recipient will be recognized at the annual conference business meeting.

Early Career Award:

This award is given to one early career scholar who best demonstrates a consistent commitment to the critical study of curriculum and cultural studies. Applicants must have completed doctoral work no more than six years prior to submission. Self-nominations are accepted.

To be considered for the award, submit a curriculum vitae and two published articles, book chapters, or performance pieces. Applicant must be a member of the SIG. The award recipient will be recognized at the annual conference.

Submission Process:

All application materials must be submitted via email to Boni Wozolek with the subject line “CICCS SIG Award Application: (name of nominee)” at bfw5188@psu.edu by no later than Sunday, December 7th, 2020. Due to the virtual format, AERA has requested that we do not allow extensions. This way awards can be mailed prior to the conference and in the hands of the recipients for the virtual meeting.

 
 
CTP Memories
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THE CURRICULUM THEORY PROJECT(CTP)—25 YEARS STRONG! 

CTP RECOLLECTION OF MEMORIES/RENEWAL OF MOMENTS 

ON THE OCCASION OF ITS 25TH ANNIVERSARY 

As a doctoral student in curriculum theory at LSU in the early 1990s, I was at first scarcely aware of any such thing as The Curriculum Theory Project (CTP), then only the visionary brain-child of my brilliant and beloved professors, Dr. William F. Pinar and Dr. William E. Doll, Jr, who founded CTP in 1995.  I did enjoy the fruits of their dreams concerning it, however, lived and enacted if not yet formally established as such.  Indeed, they—with their colleagues—ongoingly engaged us in rigorous interdisciplinary scholarly inquiry as we endeavored together to understand the educational significance of the curriculum and its relationship to compelling subjective and societal issues and aspirations, problems and possibilities, of our time.  Such ‘complicated conversations’, too, historically attuned and respecting imaginative futurity, took up and helped to define academic and public debates and directions local, national and international in scope and address.  I relished such opportunities, which included extraordinary exchanges with students, faculty, and not a few other distinguished scholars, at home at LSU, and at many an illuminating conference elsewhere, as well as those for collaborative presentation and publication with professors and peers, among a host of others.  Today, back at LSU, and as Director of CTP, and 25 years after its founding, I am grateful to be enjoying all such still, to be participating in, celebrating, and endeavoring to continue such a generous and generative tradition.  And I invite, entreat, each of you, in this, gladly, to join me. 

From those early days, and beyond, there are so many unforgettable memories that come to mind, it would be impossible to relate them all—from the thrill of meeting for the first time, learning from and engaging in discussion with such legendary thinkers as Dwayne Huebner, Maxine Greene, Cameron McCarthy, Chet Bowers, Ivor Goodson and Cleo Cherryholmes; to introducing fried alligator to Peter Taubman at the Chimes when he visited Bill Pinar’s curriculum theory class; having my mind blown with Denise Egéa’s introducing me to the work of Derrida; sampling cigars and dissertation drafts weekly at the coffee house with fellow graduate students: Steve Triche, Doug McKnight, Elaine Riley Taylor, and Vicki Hillis; and enjoying bourbon and Bourdieu—or was it Badiou?—around the bonfire at Curriculum Camp with Jacques Daignault and Walter Gershon, as well as David Kirshner’s tutorials in Jewish folk dancing. Gene Diaz comes to mind here also, a veritable whirling dervish, ever magnificent in movement and inspiring the same.  One fun adventure involved learning homegrown stories from Nel Noddings’ husband with Sean Buckreis as we drove them around South Louisiana during her visit as campfire speaker.  

Such memories include, too, treasured experiences like performing Womentalkin’ readers theater with Petra Hendry, Ann Trousdale, Natalie Adams, Tammie Causey and Mary-Ellen Jacobs at Georgia Southern; making winter treks to Athens for QUIG Interdisciplinary Qualitative Studies conferencing, and to catch glimpses of curriculum giants Patti Lather and Janet Miller and gather up their expansive insights; and long and lusciously intellectually rich drives to Ohio for the ‘infamous’ Bergamo Conference, where the curriculum conversations continued, and well beyond sessions—over cocktails and meals, woodland hikes, grotto gatherings, and into the wee hours dancing.  Once I drank too much and David Jardine sold me his books, so the story goes (ever an avid fan of his work, I’d collect all at any time, in any state, especially author signed); and Celeste Snowber finally helped me find my ‘inner goddess’ there too.  After my first AERA, I also enjoyed my first earthquake, in Mendocino working with Bill Doll, Noel Gough and Bill Schubert on what would later become Curriculum Visions, and tasting and learning much about wine too from Noel and Annette, who were quite the connoisseurs.  Such were all outcroppings, or rather in-croppings perhaps, of CTP, even as in the making. 

And of course, I have commented nothing here on the oh so many most delicious and delightful—substantive, sustaining and celebratory—LSU gatherings and parties—Bill Doll’s boisterous laughter and Bill Pinar’s rich regaling also ever in attendance… and compelling curricular conversations.  The doctoral seminar Bill Doll began during these early days which continued over a shared lunch each week—“Friday Friends” he called it—is telling here, I think: so much of CTP has been and is about friendship, fellowship, cultivating community that is at once caring, critical and creative; intellectually dynamic and vibrant, living and loving fully, and this the world over.  CTP played, in this way, a founding role in the establishment of the American Association for the Advancement of Curriculum Studies (AAACS), and of IAACS, the international community of which it is an affiliate. Through CTP, many of its alum with whom I did not have the privilege of actually studying with while at LSU also became kindred comrades—some with whom too I have known no small shares of adventure subsequently as well: e.g., Patrick Slattery, Susan Edgerton, Ugena Whitlock, Sarah Pratt, Brian Casemore, Laura Jewett, Hongyu Wang, Toby Daspit, Nicolas Ng-A-Fook, Nicole Guillory, Reagan Mitchell, and Denise Taliafero Baszile, Marianne Frye, and Paul Eaton, among so many others; and CTP Faculty past and present too, like Nina Asher, Nancy Nelson, Kenny Fasching-Varner, Claudia Eppert, Roland Mitchell, Jackie Bach, Kerry Tobin and Kim Skinner.  Too many names presented, I know, and too many left unmentioned—and I have not even really opened out into CTP’s relationality and reach beyond LSU… nationally, internationally, yet I hope I have at least intimated the way in which people are very much at the heart of CTP, together, in community, and committed to (as inspired by Rorty) “keep the conversation going.”   

I have included a collage of but a few, and alas rather poor in terms of quality, old photos I could find and gather to accompany these CTP reveries (and shall keep looking, I trust more to come).  I hope to be enjoyed all such also will stir up your own delectable memories of moments and meanings to share, as we seek to celebrate and sustain CTP—25 years strong, remembering and reflecting upon its way and work as we strive to renew such as well.  I look forward to hearing from you, and further festive reveling together, as to the new aspirations, adventures and achievements to be born among us to come too.   

With my much admiration, appreciation and affection, yours, 

Molly Quinn, August 2020 

CTP Alumnus, 1997 

CTP Faculty Member, & Director, 2020 

P.S. Please share your own CTP memories, stories and photos et al., with us!  The sooner the better too! We want to keep the celebrations as also the conversations going, and also plan to put together a commemoration collection by year’s end. In order to simplify the process, we have developed a simple google form where you can respond readily to prompts about your experience and/or attach files you want to share with us:  

Google docs

You can also email your contributions to any of the following email addresses: 

Anita Dubroc                      adubro4@lsu.edu

Sher Ahmed                        sahme25@lsu.edu

Thank you!

 

 
 
Calls for special issues and chapters
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Progressive Neoliberalism and Schooling 

Neoliberalism has reconstituted the human experience at all societal levels in much of the world. While there is remarkable diversity in how neoliberalism is defined and understood, there is wide agreement among scholars that neoliberalism has contributed to an increasing reification of economic rationality in social life, regressive redistribution of income and wealth in favor of the rich, commodification of almost everything, and normalization of the precarity of life in much of the developed world.

The range and depth of neoliberalism’s influence have been much bolstered by its opportunistic, protean ability to co-opt other powerful societal ideas, practices, and movements in order to further its own objectives. Specifically, Nancy Fraser argues that neoliberalism has successfully co-opted powerful currents of social justice movements in the United States in ways that limit their goals for social transformation by redirecting these movements’ efforts, such as for furthering diversity and empowerment, to serve neoliberal ends.

Nancy Fraser has labeled this manifestation of neoliberalism progressive neoliberalism (see Fraser, N. (2017). From progressive neoliberalism to Trump—and beyond. American Affairs, 1(4), 46-64), which she describes as a hegemonic bloc of seemingly incongruent social forces of hyper-capitalism and new social movements that combine plutocratic, exploitative, capitalism with the politics of recognition-focused liberalism. This hegemonic bloc has championed liberal goals of empowerment, inclusion, LGBTQ rights, post-racialism, multiculturalism, post-sexism, and environmentalism by relocating and articulating justice-oriented ideals within the overall political economy of financialized hyper-capitalism. For example, this reductive understanding has led to the reduction of struggles for equality to pleas for meritocracy, the transmutation of emancipation to self-responsibilization and self-enterprise, and the manifestation of caring for the environment as support for carbon trading.

Though the notion of progressive neoliberalism has been contested on analytic and ideological grounds, there is an emerging body of scholarship that traces footprints of Fraser’s notion of progressive neoliberalism in diverse disciplinary fields, such as media studies, women’s studies, and social work. This research furthers our understanding of the oxymoronic, variegated, and contingent manifestations of neoliberalism while also highlighting promising spaces for theoretical (re)inventions and social change in feminist struggles and social welfare. Fraser’s analytic schema has been sparingly applied in educational research, but there has been a steady accumulation of scholarship that explores how neoliberalism has co-opted social justice efforts to further meritocratic ideals and justify social efficiency goals in education.

At this moment, we are experiencing an interesting interlude in the sociopolitical history of the world: it is not clear if the hegemony of progressive neoliberalism has been irreparably damaged by the rising reactionary populism of ethno-nationalism or if neoliberalism has become part of a new hegemonic bloc which invents new ways to satisfy the nativist impulses of the downtrodden while furthering the material interests of the economic elite. It is important, therefore, for the education community to both look back to understand how progressive neoliberalism has shaped education in the developed world, and also anticipate the emerging contours of new hegemonic and counter-hegemonic blocs that may supplant progressive neoliberalism in the near or distant future.

With these goals in mind, we are proposing an edited volume that will offer conceptual and empirical analyses on manifestations of Fraser’s notion of progressive neoliberalism in education at all levels and in both formal and informal spaces. We seek chapter manuscripts that address one or more of the framing questions listed below. Recognizing the prolific diversity of perspectives, methodological orientations, and agendas in the education community, as well as the lack of consensus on the nature or even existence of progressive neoliberalism, we expect and encourage vigorous dialogue and contestation. We specifically encourage critically oriented contributions that offer promising directions for future research and strategies for collective progressive action that disarticulate neoliberal hegemony and offer visions of alternative hopeful futures.

Framing Questions

  • What are the variegated, contingent manifestations of neoliberalism in education?
  • Have progressive, social justice efforts to improve education been co-opted by neoliberalism in education? How?
  • Is progressive neoliberalism a useful/productive conceptualization for understanding the ways in which neoliberalism interacts with other social forces to shape education in advanced capitalist societies?
  • What conceptual tools and political strategies could be used to disentangle progressive efforts in educational contexts from the grip of neoliberalism?
  • How has progressive neoliberalism responded to the emergence of reactionary populist forces within educational spaces?
  • What new hegemonic and/or counter-hegemonic blocs might emerge in the near or distant future?

How to propose a chapter

We request that interested scholars submit a 500 word summary for a chapter of 3000-5000 words. The summary should describe how the chapter will address one or more of the framing questions. Descriptions of empirical research should include the theoretical framework, methods, findings, and implications. Theoretically-based research should include descriptions of the framework and concepts that underpin the research and the equivalent of methods and findings which are relevant to that genre of scholarship. Please email your submission to mardi@unl.edu by January 29, 2020.

About the process

The editors have been approached by a leading international academic publisher for this project. We anticipate including 10-12 chapter summaries in our book proposal which will be submitted by February 26, 2021. The book proposal will be peer-reviewed, and if accepted, chapters will be due by June, 2021. We hope to have the book published before the end of 2021.

Editors: Ajay Sharma (ajay@uga.edu), Mardi Schmeichel (mardi@unl.edu) and Beth Wurzburg (wurzburg@uga.edu)

 


Call for Chapter Proposals: The Female Teacher on Television

Rationale: There have been a few excellent studies of the way that teachers have been represented on both the television and silver screens. Mary Dalton's Teacher TV and The Hollywood Curriculum, Robert Bullman's Hollywood Goes to High School, Pamela Boutin Joseph and Gail E. Bunaford’s edited volume Images of Schoolteachers in America, and Sevan Terzian and Patrick Ryan's edited volume American Education and Popular Media: From the Blackboard to the Silver Screen have all focused, at least in part, in the ways that teachers have been portrayed in popular media.

The purpose of this proposed edited volume is to build on the groundwork laid by those books. At least during the twentieth and twenty-first centuries, the teaching has been a predominantly feminized profession. Yet, there has been no book-length study exploring the female teacher on television. This volume is intended to serve as a history of the changing ways that television has depicted female teachers and the way that television has provided a medium for female educators to reach a wider audience. The book will be divided into three parts, each roughly corresponding to the first, second, and third/fourth/Nth feminist waves. An academic publisher with a peer-reviewed book series on popular culture and education has expressed strong interest in publishing this volume.

Submission Areas: Predicted possible topics for chapters include, but are not limited to:

  • The female teacher on television prior to the women's rights movements of the 1960s and 1970s (e.g., Our Miss Brooks, Leave It to Beaver, The Andy Griffith Show); 
  • Females on public, public access, and other educational television (e.g., the women of Sesame Street or Mr. Roger's Neighborhood, Miss Nancy and the other franchised hostesses of Romper Room);
  • The effect of the women's rights movements on television depictions of the female teacher in the 1970s and beyond;
  • The female teacher during the era of the “masculine” teachers on television (i.e., female teachers in the era of Welcome Back Kotter, Head of the Class, and Boy Meets World);
  • Intersectionality and the female teacher (e.g., representations of women of color, queer teachers, and female teachers with disabilities on television);
  • The female teacher in animated programing (e.g., Miss Frizzle from The Magic School Bus, Edna Krabappel from The Simpsons);
  • Representation(s) of  female teachers in teen/young adult programming;
  • Sexuality or marital status and the female teacher on television;
  • The influence of genre on television depictions of the female teacher (e.g., the female teacher in historical fiction, reality television, urban drama series, etc.);
  • The influence of subject area speciality on television depictions of the female teacher (e.g., the female science, social studies, or language arts teacher);
  • The influence of grade level on television depictions of the female teacher (e.g., female elementary school teachers, high school teachers, college/university teachers);
  • Social class mobility and/or “women’s work” as it relates to the female teacher on television;
  • Female teachers in commercial advertising, music videos, or other short-form television formats; and/or
  • The female teacher in international/transnational television programming

ProposalsWe thus invite educational and popular culture scholars to submit the following to both of the editors appearing below:

An abstract of 500 words (excluding sources cited) providing an overview of the chapter in its entirety

A list of tentative sources cited/data points; and

Brief (1-2 page) curriculum vitae for each contributor including, when relevant: affiliation/position, publication history, and educational history.

Please note: Graduate students and independent scholars are encouraged to submit. When possible, we encourage collaboration with a university faculty member.

Proposal SubmissionsPlease submit proposals for chapters here: https://forms.gle/K9Jv4DetcHrMddry7 

Manuscript Submissions: If accepted, contributors will be responsible for producing manuscripts that meet the following criteria:

  • be relevant to the field and further the conversation;
  • be a minimum of 5,000 words (20-35 pages) in length;
  • follow all formatting and style guidelines from the Chicago Manual of Style;
  • contain all original material (not have been previously published); and
  • not contain any copyrighted material. (Depending upon the publisher’s specifications, screen captures of television images may be allowed but will be limited and will certainly not exceed two images per program.)

Important Deadlines and Dates:

Submission of abstracts to editors: April 30, 2021

Notification of decisions to contributors: July 2021

Submission of proposal to publisher: August 2021

Chapter submission to editors: November 2021

Revision/redraft of chapters from editors: February 2022

Revision re-submission from contributors: April 2022

Submission to press: July 2022 

Tentative publication date: Winter 2022

Editor Information:

Submit chapter proposals here: https://forms.gle/K9Jv4DetcHrMddry7

All enquiries should be directed to:

Dr. Rebecca Grunzke

Instructor of Education 

Tift College of Education

McDonough, GA 30253

Phone: (678) 547-6589

Email: grunzke_rz@mercer.edu

 

Dr. Andrew Grunzke

Associate Professor of Education 

Tift College of Education

McDonough, GA 30253

Phone:(678) 547-6545

Email: grunzke_al@mercer.edu

 

 

 
 
SIG Newsletters
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Hello all,

As you are probably aware by now, AERA 2021 will be an entirely virtual conference. My hope is that this change will produce more submissions. Before this announcement our SIG was running below its usual submission rate. My guess is this had a lot to do with Covid-19. The amount of spaces our SIG gets on the program every year is directly related to how many submissions we receive. With these things in mind, I am asking that you strongly consider submitting to the CICCS SIG and encourage others to do so as well. The link at the bottom of this message will take you to our website, which also has the AERA call and the call specific to CICCS.

These are very trying times for us all and while I would have loved to see all of you in person, I believe AERA is making the right decision, not only for health and safety reasons, but also recognizing that travel funding at many institutions is being cut. Thank you for your continuing support and please remain healthy and safe.

Best,

Gabe Huddleston

 
 
Listserv Information
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To send out an announcement to SIG members, please send a message to Gabe Huddleston at g.huddleston@tcu.edu. Please note that the listserv is text-based, and does not accept attachments.

 
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