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2018​ ​AERA​ ​Division​ ​B​ ​Pre-Conference​ ​Seminars 

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​ ​(,​ ​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​​),​ ​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​ ​21​st​​ ​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. 
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​ (​,​ ​Wayne​ ​State​ ​University 
4.​ ​Double​ ​Seminar​ ​in​ ​Globalization​ ​Theories,​ ​Methods,​ ​and​ ​Educational 
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. 
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: 
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. 
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 
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. 
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​​)​ ​George​ ​Washington​ ​University 
Cameron​ ​McCarthy​ ​(c ​​)​ ​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, 
s​ō​ka  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. 
This​ ​seminar​ ​is​ ​envisioned​ ​for​ ​doctoral​ ​students​ ​and​ ​new/junior​ ​faculty. 
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​.​. 
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. 
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​ ​Alpha​Plus​​ ​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​ ​21​st​​ ​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​​ ​(​​)​ ​DePaul​ ​University  
6.​ ​SAY​ ​IT​ ​OUT​ ​LOUD!!!:​ ​Using​ ​Disruptive​ ​Methods​ ​in​ ​Your​ ​Qualitative 
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​ ​3​rd​​ ​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.   
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: 
Cooper,​ ​A.​ ​J.​ ​(1892).​ A ​ ​ ​voice​ ​from​ ​the​ ​South,​ ​by​ ​a​ ​Black​ ​woman​ ​from​ ​the​ ​South. 
Retrieved​ ​from​ ​ 
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. 
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, 
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 
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 ​​)​ ​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 
●​ ​ ​ ​ ​ ​ ​How​ ​can​ ​and​ ​do​ ​women​ ​engage​ ​with​ ​Hip​ ​Hop​ ​cultures​ ​to​ ​empower​ ​and​ ​heal​ ​one 
●​ ​ ​ ​ ​ ​ ​What​ ​can​ ​we​ ​learn​ ​about​ ​pedagogy​ ​from​ ​women​ ​in​ ​Hip​ ​Hop​ ​concerning​ ​broader 
projects​ ​of​ ​justice,​ ​decolonization​ ​and​ ​freedom? 
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. 
Jamila,​ ​S.​ ​(2002).​ ​Can​ ​I​ ​get​ ​a​ ​witness?​ ​Testimony​ ​from​ ​a​ ​hip​ ​hop​ ​feminist.​ ​Colonize​ ​this​, 
Morgan,​ ​J.​ ​(1999).​ ​When​ ​Chickenhead​ ​come​ ​home​ ​to​ ​roost:​ ​My​ ​life​ ​as​ ​a​ ​hip​ ​hop 
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​;​ ​J​ournal​ ​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 ​​​ ​)​ 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​ ​45​th​​ ​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. 
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​​ ​(,​ ​Chicago​ ​State​ ​University