Pennsylvania Folklife Vol. 27, Folk Festival Supplement

• Hex Signs: A Living Tradition • Decoys and How to Make Them • Kutztown\u27s Plain People • The Old Country Kitchen: Where Food Preparation was an Art • Wooden Toys, Games and Puzzles: The Delight of All Children • A Sketch of the Seminar Stage Programs • Festival Focus • Folk Festival Programs • The Furniture-Makers at the Kutztown Festival • The Muzzle-Loading Gunsmith • Those Rare Things Called Antiques! • Mouth-Watering Baked Goods, Fresh From the Ovens! • The Art of the Potterhttps://digitalcommons.ursinus.edu/pafolklifemag/1079/thumbnail.jp

Research for the Pulled Out, Tempered, and Put Back In

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CD Panel : Research on Special Education and Critical Disability Studies

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Creating Spaces to Transform Social Justice Dissertation Research into Teaching Practice

This interactive symposium brings together a group of practitioner researchers to explore ways to create spaces to transform social justice dissertation research into teaching practice as they live contested lives in schools, families, and communities in the U. S. South. Through visual, graphic, and multimedia presentations, reader’s theater, drama, and performance, these researchers demonstrate how their dissertation inquiries are infiltrating their daily teaching practices and how curriculum theory allows the noise/interruptions engendered from their personal lives and their teaching practice to challenge standardized and commodified curriculum, advocate for “disenfranchised, underrepresented, and invisible groups, and individuals, and create “spaces of transformation” to foster positive social and educational change. The potentials, challenges, and future directions of social justice inquiries are also explored

Critical Geographies of Race, Gender, and Sexuality

Presentation given at the Curriculum Studies Summer Collaborative Conference. Progra

PMB Panel : Pushing Methodological Boundaries - Liberating Dissertation Writing: Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South

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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