Critical Intersections in contemporary curriculum and pedagogy / edited by Laura M. Jewett, Freyca Calderon-Berumen, Miryam Espinosa-Dulanto.

Includes bibliographical references.

Cover; Series page; Critical Intersections in Contemporary Curriculum and Pedagogy; Library of Congress Cataloging-in-Publication Data; Dedication; Contents; Foreword; Introduction; SECTION I: NURTURING CRITICAL CONVERSATIONS OF CURRICULUM AND PEDAGOGY; CHAPTER 1: Disrupting Teacher Education; CHAPTER 2: Daylight Nightmare; CHAPTER 3: Centering the Voices of Teacher Candidates of Color to Inform Racially Just Educational Spaces; CHAPTER 4: Decolonization; CHAPTER 5: Teaching Black Social Movements Through #BlackLivesMatter

CHAPTER 6: Challenges and Possibilities of Intersectionality in the Education of English Language LearnersCHAPTER 7: Dying White People in Dead White Schools; SECTION II: FOSTERING PEDAGOGICAL BORDER CROSSINGS AND CRITICAL CURRICULUM IMAGINARIES; CHAPTER 8: Educational Change and the Participation of Families in Schools From a Critical Intercultural Approach; CHAPTER 9: Las Traviesas; CHAPTER 10: English Teachers' Narratives in the Midst of Sacred Curriculum Stories; CHAPTER 11: Preservice Teachers' Exploration of Imaginary Futures; CHAPTER 12: It Takes a Nation of Millions

CHAPTER 13: Social Justice in Service-Learning and Community EngagementCHAPTER 14: A Currere of Maintaining Mental Health as an Administrator Through a Reflective-Practice, Arts-Based Inquiry; SECTION III: EMBODYING POSSIBILITIES IN LIVING CURRICULUM; CHAPTER 15: Embracing Complexities, Contradictions, and Plurality; CHAPTER 16: Criando y Creando; CHAPTER 17: Faraway Eyes; CHAPTER 18: Identity Fluidity, Empowerment, and Engendered Poverty; CHAPTER 19: Sober Awakening; CHAPTER 20: Unquiet Complexion; CHAPTER 21: Not a War Zone; ABOUT THE CONTRIBUTORS; ABOUT THE COVER ARTIST

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

Print version record.

eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - Worldwide