Baszile, Denise Taliaferro, Criminal Acts Comitted in the Name of Good Education, Journal of Curriculum and Pedagogy, 2(Summer, 2005), 20-23.

Critiques standardization in contemporary curriculum policy and practice; calls for action to change this dominant ideology

Division B Vice Presidential Graduate Student Seminar. Methodological Tensions of Curriculum Inquiries Into the Life in Schools, Communities, and Neighborhoods: Liberating Dissertation Writing

Presentation given at American Educational Research Association Annual Meeting

Womanish Ways: Monologues at the Intersections of Race, Gender and Curriculum Studies

From the slave woman quoted in Gerda Lerner’s Black Women in White America to the likes of Anna Julia Cooper, Ella Baker, Barbara Christian, bell hooks, Alice Walker, Katie Cannon, Cynthia Dillard, and Patricia Hill Collins among many others, Black women’s theorizing has contributed in significant ways to struggles over power, knowledge and difference. And although their voices are sometimes whispered into curricular conversations, the depth and breadth of Black women’s contributions has yet to be represented as a significant and collective body of work in the field of Curriculum Studies. In an effort to address this absence and to incite a serious conversation along these lines, we propose a performative presentation of Womanish Ways: Monologues at the Intersections of Race, Gender and Curriculum Theorizing as a long overdue intervention on the “complicated conversation” (Pinar et al ) that is Curriculum Studies. The performance includes 7 monologues written and performed by 7 Black feminist/womanist scholars in the field of curriculum studies. The monologues represent a collection of stories, memories, meditations, confrontations sometimes tossed with a little imagination that bring to the fore each performer’s relationship with a classic Black feminist/womanist text or idea and how it has been a critical inspiration for the work she does a curriculum scholar

The Curriculum Studies Genealogy Podcast

Attending to the genealogy of Curriculum Studies is necessary in securing the field’s future. Our own education about education has a history and evolution that should be traced in order to locate the social influences on our own thinking. As times change and generations change, Curriculum Studies also changes. Marla Morris and Daniel Chapman host a podcast that address these concerns – The Curriculum Studies Genealogy Podcast. They talk with curriculum scholars about their own genesis in the field and their perspectives about what the field is and where it is going. In this Pushing Methodological Boundaries session, some of the first scholars on the podcast will discuss their experiences of reflecting on their early influences and discuss what a genealogy can mean to the field and where the project can go in the future

Curriculum Dialogues: Not for Sale: Curriculum Activism in the Age of Commodification

This proposed luncheon session promotes dialogue and cooperative action among established and emerging curriculum scholars. The panelists provide intra/intergenerational perspectives that illuminate historical trajectories and possibilities of the field. This session is aimed to re-establish continuity within the field, acknowledge its practical, contextual, and theoretical diversity, and project curriculum possibilities in the future. This session will contribute to stronger connections between school practice, public debate, policy making, and university scholarship

Womanish Ways: Monologues at the Intersections of Race, Gender and Curriculum Studies

Presentation given at the Curriculum Dialogues Special Session, Curriculum Studies Summer Collaborative Conference. From the slave woman quoted in Gerda Lerner’s Black Women in White America to the likes of Anna Julia Cooper, Ella Baker, Barbara Christian, bell hooks, Alice Walker, Katie Cannon, Cynthia Dillard, and Patricia Hill Collins among many others, Black women’s theorizing has contributed in significant ways to struggles over power, knowledge and difference. And although their voices are sometimes whispered into curricular conversations, the depth and breadth of Black women’s contributions has yet to be represented as a significant and collective body of work in the field of Curriculum Studies. In an effort to address this absence and to incite a serious conversation along these lines, we propose a performative presentation of Womanish Ways: Monologues at the Intersections of Race, Gender and Curriculum Theorizing as a long overdue intervention on the “complicated conversation” (Pinar et al ) that is Curriculum Studies. The performance includes 7 monologues written and performed by 7 Black feminist/womanist scholars in the field of curriculum studies. The monologues represent a collection of stories, memories, meditations, confrontations sometimes tossed with a little imagination that bring to the fore each performer’s relationship with a classic Black feminist/womanist text or idea and how it has been a critical inspiration for the work she does a curriculum scholar

Thinking About Power and Schooling Through Educational Theorists

Multiethnic practitioner researchers explore issues of power and schooling in relation to curriculum studies in the South. We discuss how the articulation and examination of issues of power and schooling are illuminated in the eleven key texts of prominent educational thinkers (e.g., Bell, 1992; Foucault, 1977; Freire, 1970/1992; Kozol, 1992; Nussbaum, 2010; Palmer, 1998; Saïd, 1994; Schubert, 2009; Takaki, 1993; Watkins, 2011; Zinn, 1980/2003). We particularly explore how the eleven educational thinkers cultivate critical consciousness through counternarratives to explore issues of power and schooling such as race, gender, class, power, and place to contest the official or metanarrative that often portrays disenfranchised individuals and groups as deficient and inferior. The counternarratives in the eleven key texts help tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and encourage examination of the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression on the life curriculum in schools, neighborhoods, and communities in the South.There are six specific purposes to the session. One purpose is to understand multiple theories of power. A second purpose is to engage in power analyses and critiques of pedagogical practices. The third purpose is to engage in power analyses and critiques of institutions in contemporary schooling. The fourth purpose is to engage in power analyses and critiques of policies and contexts in contemporary schooling. The fifth purpose is to explore the contradictions and complexities of competing theories of power

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

Presentation given at the Curriculum Studies Summer Collaborative Conference. In this interactive curriculum dialogue symposium, a group of multiethnic practitioner researchers explore diverse forms of curriculum inquiry (e.g., oral history, fiction, graphic novels, documentary novels, memoire, poetry, comics, etc.) to dive into the life of schools, neighborhoods, and communities in the U. S. South. We particularly focus on the power of counternarratives to contest metanarratives that often portray the South as backward, deficient, and inferior. We explore how critical theory, Black feminist thought, womanism, Black protest thought, Black liberation theology, critical race theory, critical race currere, multiracial or mixed race theory, and indigenous or decolonizing theories empower us to tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and to examine the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South. The major purpose of this presentation is to share experience of developing diverse forms of curriculum inquiry and to recognize the importance of, and ways of engaging in such a wide array of forms to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. This is a continuation of dialogue on curriculum in the South

Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

In this interactive curriculum dialogue symposium, a group of multiethnic practitioner researchers explore diverse forms of curriculum inquiry (e.g., oral history, fiction, graphic novels, documentary novels, memoire, poetry, comics, etc.) to dive into the life of schools, neighborhoods, and communities in the U. S. South. We particularly focus on the power of counternarratives to contest metanarratives that often portray the South as backward, deficient, and inferior. We explore how critical theory, Black feminist thought, womanism, Black protest thought, Black liberation theology, critical race theory, critical race currere, multiracial or mixed race theory, and indigenous or decolonizing theories empower us to tell silenced and neglected stories of repressions, suppressions, and subjugations that challenge stereotypes of Southern women, Blacks, and other disenfranchised individuals and groups and to examine the forces of slavery, racism, sexism, classism, religious repression, and other forms of oppression and suppression on the life and curriculum in schools, neighborhoods, and communities in the South. The major purpose of this presentation is to share experience of developing diverse forms of curriculum inquiry and to recognize the importance of, and ways of engaging in such a wide array of forms to embody a particular stance in relation to integrity, beauty, humanity, and freedom, to move beyond traditions and boundaries, and to embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. This is a continuation of dialogue on curriculum in the South